Pedagogical Approaches to Student-Run PR Firms Using Service Learning: A Case Study

The landscape of higher education is rapidly changing. Faculty face growing numbers of students in courses and increased teaching loads, in conjunction with reduced budgets and fewer resources (Kelderman, 2008; Swanson, 2011; Rampell, 2010). Faculty in programs such as public relations face the additional challenge of the ever-changing technological industries they are preparing their students to enter (Swanson, 2011).Many faculty have integrated experiential learning into their curriculum in order to prepare students for the professional world (DiPalma, 2013; Swanson, 2008). The development of student-run PR agencies is a growing trend among institutions, allowing students to gain hands-on experience with real-world clients while fulfilling program learning objectives designed to be met by working with actual clients (Bush, 2009; Aldoory & Wringley, 2000; Benigni, Cheng, & Cameron, 2004).There have been few qualitative studies of student-run firms, but those that have been published focus on the benefits and risks associated with programs such as these in higher education institutions. Bush (2009) suggested that studentrun firms "fulfill two critical student-learning needs: process-oriented experiential learning and acquisition of professional skills" (p. 27). Gibson and Rowden (1994) pointed to benefits such as practical experience, increased communication skill acquisition, resume enhancement, networking development and building of portfolio pieces for students. They also stressed, however, that there are challenges in operating a student-run firm within a collegiate setting, including limited numbers of qualified students able to participate, the tension with dependability of students and reputation with real-world clients, and stresses with developing the scope and focus of projects. These tensions and struggles, however, may be valuable in the ways they can help programs accomplish learning outcomes in very practical ways. For example, Swanson (2011) found a strong relationship between the launching and development of a student-run agency with the program learning outcomes. Similarly, DiPalma (2013) found that student-run firms can challenge and advance students' understanding of practical sets of skills within the profession.Literature ReviewProgram Learning Value of Student-Run PR AgenciesReal-world clients.One of the strongest values of small programs implementing student-run PR agencies is the opportunity for their students to have robust engagement with real-world clients. The value of working with real-world clients, according to Benigni and Cameron (1999), is that students are able to fully engage in the management and strategic PR cycle required of professionals within the industry. By moving beyond class exercises or research papers, and into actual projects with clients who are expecting measurable results, students are given the opportunity to put their academic training into practice. Additionally, Benigni et al. (2004) showed that when clients are actively involved with the students as they develop their campaigns, there is a higher level of motivation among the students and a greater likelihood that the campaigns developed will actually be implemented by the clients. Aldoory and Wringley (2000) also confirmed that students believe working with real-world clients do a better job at connecting their academic training with the practical outworking by providing a tangible experience for them to see the theory of public relations put into practice. Working with real-world clients, therefore, prepares students in ways that may otherwise leave them ill equipped for the profession. This is the point Guiniven (1998) made when he said that graduates lack the business and career insight needed in order to enter the profession. Finally, the pedagogical learning through a student-run agency in programs helps reach learning outcomes. Studentrun agencies provide students with a safe "professional" educational environment where students can implement their academic theory into public relations based experience. …