Part 1 of a two-part series on PR Education
Public relations has never had more tools, platforms, or data. At the same time, the world of work demands graduates who can come in and do the job. We hear it often enough in the academe: more practical skills, more industry exposure, more familiarity with the tools being used.
Fair enough. But is that all a university produces?
If the profession is changing this rapidly, are we preparing tomorrow’s practitioners for the PR they will assume, or the PR we once knew?
I asked PR educators from eight countries how their programs are adapting, particularly in balancing practical skills and theoretical knowledge.
Marco Polo, PhD Associate Professor, Communication and Journalism Department De La Salle University-Dasmariñas, Philippines
From the Philippines, Polo sees both movement and unfinished work: ‘Philippine higher education institutions [HEIs] now offer PR as part of broader communication programs … [courses] such as campaign planning, crisis communication, and stakeholder engagement.’ He adds, ‘To address industry needs, programs are increasingly emphasizing experiential learning, such as internships, case studies, and simulation exercises, to bridge the gap between theory and practice.’
Professor Dr. Jamilah Hj Ahmad, APR, FIPR School of Communication, Universiti Sains Malaysia
In Malaysia, Ahmad brings industry into the discussion: ‘Guest lecturers, internships, and industry sabbaticals help both lecturers and students connect theoretical knowledge with practical experience.’ She also points to the role of the Institute of Public Relations Malaysia in allowing ‘PR academics to engage with industry practitioners and gain exposure to real-life applications.’
Jantima Kheokao, PhD University of the Thai Chamber of Commerce-School of Communication Arts, Bangkok, Thailand President, Asian Network of Public Opinion Research
In Thailand, Kheokao raises another development: ‘Stand-alone PR programs are declining.’ PR is now more commonly taught within marketing communication or broader communication programs ‘because employers need professionals with integrated skills rather than narrow specialization.’
Nia Sarinastiti, PhD Associate Professor, Atma Jaya Catholic University of Indonesia
Part-time lecturer, Graduate School of Communication Sciences, University of Indonesia
In Indonesia, Sarinastiti looks further ahead: ‘Public relations education today is no longer about preparing students for the first job they will hold after graduation. It is about preparing them for professions that may not yet exist, technologies that will continue to evolve, and societal challenges that require ethical leadership.’
In India, Huria describes SCoRe as founded ‘by professionals for the profession.’ Its approach is equally direct: ‘Our program is designed to ensure that every student graduates not just with knowledge, but with the confidence and competence to apply it in real-world scenarios.’
Suk Won Baek, PhD Graduate School of National Policy Chungnam National University, South Korea
From South Korea, Baek says, ‘Korean universities are placing greater emphasis on balancing theoretical foundations with practical skills.’ She cites ‘project-based learning, industry expert lectures, and collaboration with the private sector’ as ways students apply classroom learning to real-world PR challenges.
Elizabeth Soliday-Naui, PhD President, ISASS-SSM Barcelona, Spain
For Soliday-Naui, theory and practice also operate within an international classroom: ‘We place equal emphasis on cultivating strong theoretical foundations and developing essential practical skills.’ With students and faculty representing around 15 nationalities, real-world examples from different countries become part of the learning experience.’
Hui Zhang, PhD Coordinator, Sustainability ProgramAssociate Professor, Department of Communication Bridgewater State University, United States of America
In the United States, Zhang says, ‘We emphasize experiential learning as a cornerstone of our curriculum.’ Internships, Public Relations Student Society of America and an agency-style course provide students with hands-on experience in campaign planning, client relations, and strategic communication.
I understand why industry wants graduates who can hit the ground running. But I would push back on the idea that the university’s job is simply to produce work-ready graduates.
What struck me is that despite all the pressure for practical skills, these educators have not thrown theory out of the classroom.
Theory is sometimes treated as the part that is too academic for the ‘real world.’ I see it differently. A tool teaches us how to perform tasks. Theory helps us ask why we are doing it, what may happen when we do it, and whether we should be doing it at all.
Public Relations education must ‘listen’ to industry; it should not merely follow industry.
The university has to prepare students for the world of work without allowing the world of work to define their education.
Part 2 takes this question into account: technology, AI, and sustainability.
A PR Matter.
PR Matters is a roundtable column by members of the local chapter of the United Kingdom-based International Public Relations Association (Ipra), the world’s premier organization for PR professionals around the world. Rowena Capulong Reyes, PhD is the vice president for Corporate Affairs of Far Eastern University (FEU). She is an executive committee member of the Metro Manila Film Festival 2025 and heads its education committee. She was formerly the Dean of FEU Institute of Arts and Sciences and Colegio de San Juan de Letran. She is the immediate past president of the Philippine Association of Communication Educators (PACE), serving two terms.
We are devoting a special column each month to answer our readers’ questions about public relations. Please send your questions or comments to askipraphil@gmail.com.
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