Adrienne A. Wallace Grand Valley State University Editor-in-Chief Journal of Public Relations Education Email: wallacad@gvsu.edu
Issue 12-2 showcases how public relations education continues to evolve to meet the demands of an increasingly complex profession, while keeping students’ learning and futures at the center of our work.
Centering Work-Ready Learning Across the issue, authors grapple with a fundamental question: what does it now mean to be “work-ready” in public relations, and how should our programs respond. Articles in this volume deepen the conversation sparked by the Commission on Public Relations Education’s most recent report, particularly around creativity, critical and analytical thinking, emotional and social intelligence, and the soft skills that employers consistently say they need, but do not always see in new graduates. Together, these pieces argue that work readiness is no longer just a matter of mastering writing and campaigns; it is about integrating knowledge, application, and social intelligence into a coherent professional identity.
Classroom Innovation and Pedagogy Several contributions offer concrete, classroom-tested approaches that make this integration visible to students and measurable for faculty. From low‑stakes in‑class creativity exercises that explicitly tie measurable objectives to strategic thinking, to carefully scaffolded crisis and ethics assignments that walk students from memo writing to live Q&A, these authors show how active learning and reflective practice can build confidence, collaboration, and higher-order thinking in accessible ways. These teaching-focused pieces will be especially useful to instructors seeking ready-to-implement assignments that align with CPRE recommendations and accreditation expectations while still leaving room for local adaptation and student voice.
Experiential Learning and Student-Run Agencies This issue also underscores the enduring and expanding value of student‑run agencies as high‑impact, interdisciplinary learning environments. The case study featured here offers a rich, multi‑stakeholder view of a credit‑bearing agency experience, tracing its evolution from a volunteer model to a competitive, prestigious course that blends PR, design, media, and other communication disciplines. Through student, client, and instructor perspectives, the authors illustrate how agency culture, accountability structures, and intentional debriefing accelerate students’ professional growth, leadership, and sense of identity as practitioners. Their findings reinforce what many of us see in our own programs: when we treat student agencies as professional spaces—not just courses—students rise to the challenge.
Ethics, Privacy, and Emerging Demands Finally, this issue highlights the growing expectation that public relations graduates can navigate complex ethical terrain, including data privacy, cybersecurity, and corporate misconduct. The teaching brief on the Wells Fargo scandal exemplifies how privacy, ethics, and crisis communication can be intertwined in a single assignment that feels both immediate and deeply consequential to students preparing for corporate careers. By inviting students to inhabit the tensions between shareholder expectations, stakeholder trust, regulatory scrutiny, and organizational culture, this work demonstrates how PR classrooms can function as labs for ethical leadership in a digital, datafied world.
As editor-in-chief, I am grateful to the editorial staff, editorial review board, authors, individual article reviewers, and practitioners who contributed to this issue, and to the students past, present, and future whose experiences animate every page. I invite you to read these pieces not only as individual studies or teaching notes, but as parts of an ongoing, shared project to design a public relations education that is rigorous, relevant, inclusive, and truly worthy of the students we serve.
Editorial Record: Submitted September 19, 2025. Revised February 1, 2026. Accepted February 27, 2026.
Authors
Alexander V. Laskin Professor Quinnipiac University Connecticut, USA Email: alaskin@gmail.com
John Powers Assistant Professor Quinnipiac University Connecticut, USA Email: John.Powers@quinnipiac.edu
ABSTRACT
Experiential learning is widely recognized as a high-impact educational practice, and student-run agencies offer a unique opportunity to replicate professional environments within academic programs. This study examines a credit-bearing, student-run public relations firm to understand how such experiences foster applied learning, professional skill development, and identity formation. Using a qualitative single-case study design, the research analyzed multiple data sources: open-ended student evaluations across several semesters, client and professional feedback, and instructor reflections. Reflexive thematic analysis was employed to identify patterns of meaning in student responses, supported by triangulation with professional and instructor perspectives. Findings underscore the value of structured, classroom-based experiential learning for preparing students for professional practice. Recommendations include scaffolding onboarding, clarifying roles, and fostering agency culture—insights applicable across disciplines seeking to integrate authentic, high-impact learning experiences.
Editorial Record: Submitted November 17, 2024. Revised May 27, 2025. Accepted February 7, 2026.
Author
Sheila B. Lalwani Doctoral Student University of Texas at Austin Texas, USA Email: sheila.lalwani@utexas.edu
ABSTRACT
This teaching brief outlines the banking data breach scandal as an instance of a border privacy and corporate ethics crisis communication case taught to undergraduates. In this assignment, students analyzed and presented the scandal to hone skills necessary for ethical and practical public relations crisis communication management and leadership. Skills emphasized in this assignment were critical thinking, memo writing, and public speaking. Four parts characterize this teaching note. Part I introduces the course within the university, the learning goals, and the key theories emphasized. Part II outlines assignment details. Part III summarizes student performance. Part IV reflects on this lesson and concludes the brief.
Letter from the Special Issue Editors& Table of Contents
Emily S. Kinsky West Texas A&M University Professor Past Editor-in-Chief, Journal of Public Relations Education Email: ekinsky@wtamu.edu
Chuck Lubbers University of South Dakota Professor Past Editor-in-Chief, Journal of Public Relations Education Email: chuck.lubbers@usd.edu
Adrienne A. Wallace Grand Valley State University Editor-in-Chief Journal of Public Relations Education Email: wallacad@gvsu.edu
Editors’ Note: “Elevating PR: Insights and Trends in Graduate Education”
It is with tremendous honor and deep gratification that we introduce this special issue of the Journal of Public Relations Education, a collection of scholarly work that addresses a critical and timely gap in our field: the state of graduate education in public relations. This issue comes at a pivotal moment in our discipline, when the landscape of higher education is shifting, our industry is navigating technological disruption, and questions about the value and structure of advanced degrees are being asked with unprecedented urgency.
The Impetus for this Special Issue
Since 1975, the Commission on Public Relations Education (CPRE) has maintained a steadfast commitment to studying and improving public relations education standards and practices. However, much of that effort has focused on undergraduate education and the crucial transition from the academy to the profession at the entry level. In 1999, the CPRE “Port of Entry” report established the university as the official pathway for those seeking to establish careers in public relations, recognizing both undergraduate and graduate education as essential “tooling and retooling centers” for the profession. Yet, despite the substantial growth in master’s-level public relations programs over the past decade, the last comprehensive CPRE report dedicated exclusively to graduate education was published in 2012, well over a decade ago.
The intervening years have witnessed profound transformations. The global pandemic reshaped how we work and learn, fundamentally altering the pedagogy of graduate education. Artificial intelligence (AI) has emerged not merely as a technological tool but as a force reshaping job functions and competencies. The profession itself has fragmented and rebranded across multiple disciplines and specializations, such as strategic communication, integrated marketing communication, corporate communication, and beyond. Master’s programs have proliferated, diversified, and dispersed across various academic units and delivery models. In the face of this complexity and growth, the need for scholarly attention to graduate public relations education became undeniable.
This special issue, titled “Elevating PR: Insights and Trends in Graduate Education,” was conceived to further bridge this pedagogical gap in tandem with the 2025 CPRE report and to spark contemporary dialogue about the future of graduate education in our field. We sought to invite research articles, teaching briefs, scholarly essays, and case studies that would explore both the challenges and opportunities inherent in graduate-level public relations education. The call extended an open invitation to examine how practitioner expectations align with graduate curricula, how best practices in internships and applied learning can be designed, how research and data analytical abilities are cultivated, and how graduate programs connect, or fail to connect, with the demands of contemporary professional practice.
What This Issue Reveals
The manuscripts brought together in this collection offer a multifaceted portrait of graduate public relations education in the United States, which expands upon the work recently published by the CPRE research committee in the Graduate Education in Public Relations: 2025 Report, released in November. Collectively, they represent the work of educators, researchers, and practitioners committed to understanding and improving the graduate student experience and, ultimately, the competency of the professionals our programs produce.
Several critical themes emerge from this collection. First, the issue addresses the persistent challenge of curricular inconsistency and lack of standardization across graduate programs. Despite decades of recommendations from the Commission on Public Relations Education, programs continue to vary significantly in their structure, titles, course offerings, and culminating experiences. Some programs house themselves within journalism schools; others reside in business colleges, communication departments, or interdisciplinary centers. This fragmentation raises important questions about what prospective students can expect, what employers should anticipate, and how our field can signal its credibility and value.
Second, this special issue grapples with the critical question of alignment—the alignment between what the industry needs and what our programs teach. The gap between employer expectations and graduate preparation surfaces repeatedly across these manuscripts. Practitioners emphasize the importance of writing proficiency, interpersonal communication, strategic thinking, and professional maturity in their graduate interns, yet many find these competencies underdeveloped. This disconnect demands our attention and our response.
Third, these articles illuminate the reality of contemporary graduate student diversity—not only in terms of students’ demographic characteristics, but also in their goals, backgrounds, and contexts. Graduate programs now serve students pursuing doctoral degrees, career advancement in practice, and specialization in niche sectors. They serve full-time and part-time students, residential and online learners, career-changers and industry veterans. The “one-size-fits-all” approach to graduate education is no longer viable…if it ever was.
Fourth, these research endeavors document important efforts to innovate pedagogically. From service-learning models that bridge community engagement with research methods training to intentional curriculum design informed by industry input, this issue captures creative and thoughtful responses to the challenges of contemporary graduate education. These examples demonstrate that excellence in graduate public relations education is not only achievable but is already taking place in pockets across our discipline.
The Articles in This Issue
The collection opens with research examining curriculum and standards insights provided by educators, followed by an audit of graduate program websites analyzing curricular offerings and assessing alignment with existing recommendations. These first two articles provide valuable empirical documentation of the current master’s-degree landscape and inform ongoing efforts by the Commission on Public Relations Education to revise and update standards.
We are also pleased to feature an examination of practitioners’ expectations for graduate education, a timely survey that captures the voices of industry leaders and updates prior research in light of seismic shifts in practice brought about by the pandemic, technological advancement, and changing social dynamics. This research provides empirical grounding for conversations about what skills and knowledge matter most in contemporary professional contexts.
This issue includes scholarship focused on inclusion, equity, and representation in graduate education, a critical imperative for our discipline. Research exploring the lived experiences of Black graduate students and faculty in public relations illuminates systemic challenges in recruitment, retention, and support. These insights are essential reading for all who work in graduate education and aspire to create more welcoming, affirming, and equitable learning environments.
Additionally, we include research examining what industry professionals expect from graduate interns, the skills, competencies, and dispositions they value, and the gaps they perceive in graduate preparation. This work provides actionable guidance for program directors and faculty committed to strengthening the professional readiness of their graduates.
The last full article shares how public relations is presented, or absent, in sport management master’s programs. This work challenges us to consider whether our field maintains visibility and voice in related disciplines, and whether professionals in adjacent fields are being adequately prepared to leverage public relations expertise.
Finally, this issue includes two teaching briefs. The first demonstrates the pedagogical value of service-learning in graduate research methods instruction, offering a practical model for educators who seek to bridge theory and application while fostering meaningful community partnerships. The second explores the creation of thought leadership articles by graduate students on LinkedIn. Such examples of class-tested project ideas are invaluable for faculty considering pedagogical innovation.
Looking Forward
As we reflect on this collection and consider its significance, we are struck by several observations. First, there is genuine consensus in these articles about what matters: graduate education must be intentional, theory-grounded, professionally relevant, and equitable. There is, however, less certainty about how to achieve these goals within the constraints of institutional structures, resource limitations, and competing pedagogical philosophies. That uncertainty reflects the genuine complexity of graduate education in an applied discipline.
Second, the research findings within this issue reveal that graduate public relations education is not in crisis. It is in transition. Our programs are responding creatively and thoughtfully to changing contexts and emerging needs. Yet they would benefit from greater alignment, more explicit communication of their value propositions, and renewed commitment to standards that ensure quality and consistency without stifling innovation and specialization.
Third, we are grateful that these articles attend carefully to issues of diversity, equity, and inclusion. As of late, and way too often, discussions of curriculum and standards abstract away from the human experiences of students, particularly students from historically marginalized communities. This issue reminds us that excellent graduate education is not only intellectually rigorous but also humane and affirming.
We would be remiss if we did not mention the role our dear friend Pamela Bourland-Davis had in this issue – she aided in dreaming and scheming this idea. She was so enthusiastic about the potential of an entire issue of JPRE dedicated to *just* graduate education. Dr. Bourland-Davis, we dedicate this issue to you. We are certain your heart guided our work.
We are also grateful to the authors who contributed their scholarship, the peer reviewers who provided constructive feedback, and the practitioner-partners who participated in the research and shared their insights. Finally, we thank the CPRE research committee and leadership team, as well as the JPRE editorial team, for their commitment to supporting this issue and advancing scholarship in public relations education.
This special issue on graduate public relations education is offered in the spirit of generative dialogue. We hope this issue will spark conversations on campuses, in professional organizations, and in industry settings about what excellent graduate education in public relations looks like and how we, collectively, can ensure that our programs prepare the next generation of public relations leaders to navigate complexity, lead with integrity, and serve the public interest with wisdom and skill.
As we move forward, may we do so together, committed to elevating the quality, relevance, equity, and impact of graduate public relations education.
With warm regard and deep appreciation for our scholarly community,
Drs. Kinsky, Lubbers, Wallace, & Bourland-Davis (in memoriam)
TABLE OF CONTENTS
Letter from the Editors Emily S. Kinsky, Chuck Lubbers, & Adrienne A. Wallace
Editorial Record: Submitted August 7, 2025. Revised and accepted November 4, 2025.
Authors
Richard D. Waters Assistant Professor Florida State University Florida, USA Email: rdw22@fsu.edu
Elizabeth C. Ray Assistant Professor Florida State University Florida, USA Email: eray@fsu.edu
Eldaneka Rolle Ph.D. Student Florida State University Florida, USA
ABSTRACT
For graduate students in public relations, internships are essential in translating theory to practice. Their supervisors often presume they will deliver on day one, due to the depth of knowledge and experience gained as advanced degree seekers. However, there is increasing criticism that colleges may not provide them with enough practical preparation, as many pause that development at the undergraduate level. To explore how graduate programs can better prepare advanced students for industry expectations, semi-structured interviews were conducted with public relations experts. Results indicated that professionals are concerned about graduate students’ writing, interpersonal and networking abilities. Suggestions for curriculum improvements are discussed, along with future directions and limitations.
Patrick Merle Professor Florida State University Florida, USA Email: pmerle@fsu.edu
Anni Qiang Student Baylor University Texas, USA
ABSTRACT
Members of the Commission on Public Relations Education (CPRE) surveyed U.S. practitioners to assess needs for graduate education, specifically desired knowledge and skills. This study updates findings from an October 2012 report, particularly how the global pandemic and technology developments in the areas of Artificial Intelligence and video conferencing affect PR practitioners’ perceptions. The new study reveals the most desired areas of knowledge were crisis comunication and issues management, strategic communication in a digital environment, and ethics. The most desired skills included written and oral communication, strategic planning, and interpersonal communication. Results revealed lukewarm perceptions regarding the value of advanced degrees among lower-level and top managers, but some support for professional certifications, particularly in leadership and AI. Implications for graduate education are provided.
Editorial Record: Submitted August 7, 2025. Revised and accepted November 4, 2025.
Authors
Stephanie Madden Associate Professor Pennsylvania State University Pennsylvania, USA Email: szm962@psu.edu
Chelsea Woods Associate Professor Virginia Tech University Virginia, USA Email: clwoods@vt.edu
Kathleen Rennie Chair and Clinical Assistant Professor New York University New York, USA Email: kathleen.rennie@nyu.edu
Karla K. Gower Behringer Distinguished Professor University of Alabama Alabama, USA Email: gower@apr.ua.edu
ABSTRACT
Over the last 25 years, scholars have periodically analyzed public relations graduate program websites to understand how these programs present themselves and structure their curricula. This body of research has consistently highlighted a lack of program uniformity across programs, despite recommendations such as those provided by the Commission on Public Relations Education’s (CPRE) 2012 report, Standards for a Master’s Degree in Public Relations: Educating for Complexity, which was its most recently published report focused on graduate public relations education. Building on this research, our study analyzes how public relations graduate programs currently present their curricula on their websites, with a focus on assessing alignment with the 2012 CPRE curricular report and identifying the various required and elective course offerings, as well as cumulative experiences. The findings reiterate the lack of curricular uniformity, suggest that the growing diversity in course offerings and titles may blur expectations for public relations graduate programs, and offer implications for a recommended core curriculum.
Editorial Record: Submitted August 7, 2024. Revised and accepted November 28, 2025.
Authors
Betsy Emmons Associate Professor University of Nebraska, Lincoln Nebraska, USA Email: eemmons3@unl.edu
Elizabeth S. Cox Assistant Professor University of Kansas Kansas, USA Email: escox@ku.edu
ABSTRACT
Sport management master’s programs are young and increasingly popular graduate programs at many United States universities. As public relations is a key employment area within sport organizations, this research reviewed whether public relations is taught at sport management master’s programs, and if so, what strategies and tactics were presented. Results indicated that a majority of sport management master’s programs included at least one course with public relations learning outcomes. However, PR management, strategy, and tactic presentation were inconsistent among programs, and some programs reported only an ancillary address of PR. Implications for more consistent and pedagogically-grounded PR learning outcomes are discussed, along with opportunities for curricular development bodies in PR to play more active roles in advising non-PR master’s programs on PR education.
Editorial Record: Submitted August 8, 2024. Revised and accepted December 10, 2025.
Authors
Candice L. Edrington Assistant Professor University of South Carolina South Carolina, USA Email: candicee@mailbox.sc.edu
Damion Waymer Professor University of South Carolina South Carolina, USA Email: dwaymer@mailbox.sc.edu
Maryam Goli Ph.D. Student University of South Carolina South Carolina, USA Email: mgoli@email.sc.edu
LaTonya Taylor Ph.D. Candidate University of Alabama Alabama, USA Email: ltaylor12@crimson.ua.edu
ABSTRACT
This study extends the scholarly literature that addresses diversity issues in public relations graduate education by focusing on the lived experiences of former Black graduate public relations students (all of whom were practitioners before full-time or part-time university teaching). By conducting in-depth interviews of nine participants, we assess the experiences they had in their graduate programs as well as how those experiences manifest in the relationships that they have (or had) with their Black graduate students. Results from this study provide practical insights that have the potential to assist public relations graduate programs in the recruiting and retaining of Black graduate students.
Editorial Record: Submitted August 5, 2024. Revised and accepted December 4, 2025.
Author
Virginia Harrison Assistant Professor Clemson University South Carolina, USA Email: vsharri@g.clemson.edu
ABSTRACT
This class-tested GIFT demonstrates the value of service-learning in an academic master’s degree quantitative methods course. Students in small groups developed a theory-driven research project to help a local nonprofit understand donation motivations among the undergraduate student body. The assignment required them to build public relations and communications theory while developing meaningful takeaways for the partner nonprofit. Students reported feeling less intimidated by quantitative methods, learning principles of scholarly research, and feeling good about helping their community. The nonprofit partner also said they valued the data collected by the students for their fundraising planning. The GIFT illustrates how a quantitative research assignment with a real-world application may serve a classroom of communication students who express different goals—either pursuing a Ph.D. or entering the profession—while benefiting town-gown relations.
