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The 15‐year study of excellence in public relations and communication management in the USA, the UK and Canada produced an explanation of the value of PR to an organisation and a set of theoretical principles describing how the communication function should be organised, structured and practised in an organisation. These principles provide a theoretical benchmark for auditing the quality of a PR unit. This paper identifies the implications of these principles for PR education at the undergraduate, postgraduate and continuing education levels and for management education in MBA programmes. The excellence study suggests, first, that all PR education must instil in students the view that PR is a strategic managerial function rather than a technical support function for other managerial functions. Undergraduate programmes should continue to develop superior communication skills in their students, but they must frame these technical skills in principles of strategic management, research and ethics and social responsibility. Postgraduate and continuing education programmes should focus on strategic management and research skills and educate future managers to be ethics officers in the organisation. MBA programmes should include a unit on PR in a subject area such as strategic management, public affairs or corporate social responsibility to prepare them to work with PR professionals when they become senior executives. PR education at all of these levels and in both communication and MBA programmes should educate students to practise PR globally.

Public relations (PR) education has not kept pace with the rapid globalisation that has occurred since 1992. The existing PR body of knowledge, and PR curricula around the world, have a US bias. In order to prepare PR students in various parts of the world to become effective multicultural professionals it is essential for experiences and perspectives from other continents to be integrated into PR education. The complexities of societal factors such as culture, political systems and media systems make Asia a challenging place to conduct strategic PR. It is time for educators to integrate experiences from other continents into the PR body of knowledge, thereby building PR curricula that contribute to training truly multicultural PR professionals.

The purpose of this paper is to examine how lecturers in public relations (PR) in Ghana are preparing students to be effective practitioners. The study also aims to extend understanding of PR education to an emerging democracy in response to calls for examining how future practitioners are shaped in different contexts.

The paper adopted a qualitative open-ended key informant in-depth interview approach with 12 purposively sampled PR lectures in accredited higher education institutions in Ghana.

PR education in Ghana is shaped by the local socio-political and economic context and influenced by western approaches. The opportunity to teach PR at the diploma level (prior to a bachelor’s level) provides another layer of PR training. Extensive use of social media in Ghana suggests that more focus should be placed on teaching about the strategic use of these technologies in industry. In the face of real challenges, under-resourced lecturers find ways to appropriate and provide students with skills needed for industry.

The use of a qualitative data gathering method suggests that this study should be considered an introduction into PR education in Ghana, which requires further investigation with generalizable samples.

This study profiles PR education in Ghana. It also responds to calls to examine the preparation of future practitioners in different context beyond the western world.

The purpose of this paper is to find out whether public relations (PR) students feel ready and adequately prepared for their future jobs and how they cope with the reputational and ethical issues of the public relations industry, also during the pandemic.

Survey research among public relations students in Poland was conducted twice, in 2019 and 2021, to explore their opinions on the applicability of public relations studies, career prospects for PR students in the industry and their approach to perennial reputational problems of PR. The 2021 survey also looked into challenges for the public relations education created by the pandemic, including lack of students' direct interactions with teachers and prevalence of online instruction methods.

The study shows that most public relations students feel confident about their career choices and appreciate their level of preparedness at PR schools for real-life assignments in the public relations industry. In addition, students are aware of the ethical and reputational issues of their chosen trade, and they tend to advocate for the field among friends and families and even rectify widespread misconceptions about PR. The role of public relations during the COVID-19 pandemic – according to respondents – has grown significantly, thus creating new, exciting opportunities for public relations professionals, though not necessarily for PR students or graduates.

This paper contributes to research on public relations education, its effectiveness, widely discussed reputational and ethical issues plaguing the field, relationships of educators and students with the PR industry and the role of PR students as advocates for their trade.

The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975.

This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades.

This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography.

A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities.

This paper examines the growth of the public relations (PR) discipline in the UK with reference to some of the possible business drivers behind growth and the changing strategic role of communications in companies. Some of the factors at play are discussed, with particular reference to corporate social responsibility, transparency, stakeholder relationships and reputation management and the role of PR in creating the “employer brand” for those companies competing for the scare resource of new corporate talent. The paper also discusses the role of PR education in the UK in preparing aspirants to the profession for the working life of a PR practitioner and considers the expectations of companies for strategic PR management and whether the supply of practitioners meets the need and demand. Finally, the author draws upon experience in having undertaken a course of further formal PR education at Masters degree level and comments on the practical and strategic communications benefits to be gained from framing experience of PR in action within the growing body of PR and communications theory encountered during academic study.

The development of teaching public relations in the United Arab Emirates (UAE) is an important topic to uncover because it is related to and to some extent parallel with the development of the UAE and its vital sectors. The purpose of the study is determine the circumstances of the emergence of teaching public relations in the UAE, to investigate public relations education offered in the UAE universities, to discuss the development of public relations education including challenges and opportunities.

The authors conducted 12 semistructured interviews with public relations educators in the UAE universities to understand the importance, development and current status of public relations and education.

The finding indicates a lot of developments took place in the establishment of public relations programs and its professionalization within a short time span, but more empirical research is needed to address the issues that have been brought up in the study.

The current research looked at the undergraduate public relations programs, but the status of graduate programs in communication and public relations needs to be investigated. More research in academic field is needed to discuss how the development of the public relations education influenced the public relations practice in UAE.

There is not much research done specifically on the public relations education in the UAE. The study sheds light on understanding the perspective of public relations educators on public relations programs and provides insights on how public relations education can be integrated to the local context without losing the global perspective.

Little is known about the effects of education on the practice of PR. This chapter aims at demonstrating the differences between economics-educated practitioners and communication-educated practitioners. Based on a quantitative survey among 790 practitioners working in non-profits in Austria, the research presented here sheds light on the influences of education on thinking and acting by practitioners in communication practice. Although public relations are not a protected profession, education has become an on-going topic in public relations literature and practice. Furthermore, education for public relations increasingly takes place in various environments. Courses available range from one-day seminars at community colleges to PR-specific studies. Furthermore, public relations are not only a topic in communications-related studies, but also in economics and humanities. The results highlight the differences in practice in relation to the education.

The aim of this paper is to begin a conversation about historicising the public relations (PR) curriculum in universities.

The paper discusses PR history and historiography to identify the underlying ideological and methodological influences. It considers scholarship on PR education, and the inclusion or, more often, the exclusion of history except where it serves to reinforce a narrative of steady, and apparently unproblematic, professional development. The paper reviews the presentation of history in textbooks and discusses the authors' experiences of teaching PR history. The paper concludes with a discussion of how the inclusion of history in the PR curriculum offers an important critical intervention in PR education.

The PR curriculum tends to meet industry expectations around practice and skills in order to develop students as future practitioners. But this paper argues that a more historical and historiographical understanding of PR can develop in students important skills in research, analysis and interpretation. It can also introduce students to working with ambiguity and alternate perspectives. Foregrounding new histories and challenging existing histories introduce students to richer and more complex understandings of PR. It also introduces students to epistemology and ethics, and therefore offers a way to introduce critical thinking into the curriculum.

A more historical understanding of PR develops student skills in research, analysis and interpretation as well as critical thinking.

The aim of this article is the exploration of historical themes that formed education and training in public relations and corporate communication. Its timeline is from the early 1950s to the mid-1990s when university-level education became widespread. It also acknowledges recent initiatives to propose a Global Capability Framework for the field.

Archival material, primarily from the International Public Relations Association, was reviewed in order to understand the historic influences that have shaped public relations and corporate communication education in the, mainly, English-speaking world. This was compared with other sources such as journal, articles and other archives in the Germany, Spain, the United States, and the United Kingdom.

Three findings are offered from the archival research and analysis conducted for the article: (1) There was extensive debate over the structure of education between a skills-based approach that was taught as a minor or major stream in an undergraduate degree or graduate level study (Master's) in public relations theory and practice; (2) there was continuing tension between practitioner organizations and academics over the design, content and validation of educational programmes; and (3) there was little interest in the international harmonization of public relations education and training, despite extensive discussion.

No previous historical research has taken such a broad and international view of the development of education and training in public relations and corporate communication. The article also uses archival material that has become available in the past decade.