Purposeful PR education for common good: mapping a dynamic framework for purposeful PR education

Abstract

Purpose Public relations (PR) functions within dynamic, multi-contextual environments, demanding that universities, educators, students and programmes involved in PR education be capable of navigating modern communication landscapes (Verwey et al., 2017). PR education forms an integral part in the professionalisation of PR (Smudde, 2020) and has received much attention over the last few decades (Watson, 2024). Frameworks such as the Global Capability Framework (Gregory and Fawkes, 2018) have contributed widely to the realignment of current PR qualifications with the needs of both industry and future practitioners addressed. However, this framework and transformational approaches in PR education are still underutilised and do not explicitly discuss the influence of the learning environment, the role of the educator and the importance of relevant content in developing critical thinking, and ethical, socially responsive and reflective graduates. Experiential learning as a pedagogy in PR education is well established in several qualifications across the globe. Experiential learning, through hands-on projects and authentic applications, bridges the gap between theory and practice, enhancing students' critical thinking and problem-solving skills. Two transformational and innovative pedagogical approaches, namely the pedagogy of care and signature pedagogies, are less known and have seen limited inclusion in PR education to date. The pedagogy of care emphasises the importance of nurturing student well-being and fostering a supportive learning environment, which is crucial for developing empathetic and socially responsible PR professionals. Signature pedagogies, which are the distinctive teaching practices that define a discipline, in this case PR, are examined for their role in shaping professional identity and ethical standards. This conceptual paper proposes a dynamic framework for purposeful PR education which incorporates the pedagogy of care, the signature pedagogy for PR education and experiential learning as a holistic approach to PR education. It critically discusses the various pedagogies, some more familiar than others, that can be used to develop a more integrated approach to PR education. This kind of education will ensure the development of critical thinkers – graduates who will be sensitive to local contexts and able to demonstrate contextual intelligence and agility in their PR practice. Although there is no empirical data available that speaks to this conceptual framework, its development is based on the latest pedagogical approaches in other disciplines and offers a foundation for further studies. Design/methodology/approach This conceptual paper is based on the latest pedagogical developments and applied to PR education. Findings The pedagogy of care emphasises the importance of nurturing student well-being and fostering a supportive learning environment, which is crucial for developing empathetic and socially responsible PR professionals. Experiential learning, through hands-on projects and authentic applications, bridges the gap between theory and practice, enhancing students' critical thinking and problem-solving skills. Signature pedagogies, which are the distinctive teaching practices that define the field of PR, are examined for their role in shaping professional identity and ethical standards. Research limitations/implications This conceptual paper proposes a dynamic framework for purposeful PR education, which incorporates the pedagogy of care, the signature pedagogy for PR education and experiential learning as a holistic approach to PR education. It critically discusses the various pedagogies, some more familiar than others, that can be used to develop a more integrated approach to PR education. Practical implications This kind of education will ensure the development of critical thinkers – graduates who will be sensitive to local contexts and able to demonstrate contextual intelligence and agility in their PR practice. Although there is no empirical data available that speaks to this conceptual framework, its development is based on the latest pedagogical approaches in other disciplines and offers a foundation for further studies. Social implications PR education for the common good, assisting the individual educator and student to develop their personal capabilities in a holistic approach to PR practice. Creating reflective self-awareness, dialogic relationships and actively practising PR in a specific context. Originality/value The value of this paper is the critical discussion of the various pedagogies, some more familiar than others, in developing a more integrated approach to PR education that ensures the development of critical thinkers, who are sensitive to local contexts and able to demonstrate contextual intelligence and agility in their PR practice. The framework includes both the educator and the student as active participants in the learning environment.