Public relations education: our future is banking on it - includes related articles - Section 3: Communication in Transition - From Art to Science

Communication World, Feb, 1992 by J. David Pincus, Robert E. Rayfield

Logic suggests that a key to shaping the future of public relations is accurately educating those sitting in our high school and college classrooms today. The challenge is in effectively addressing two sides of the public relations education coin.

On one side is the question: How should we be educating future public relations practitioners?

And on the flip side is the related question: How should we be educating future business managers, the people on whose support public relations depends, about public relations?

In this article, we'll examine each side of the coin.

Educating future public relations professionals

The "heads" side concerns the development of public relations practitioners. The journalist-turned-PR man, who typified the profession in the early days, began fading in the late '50s and early '60s. Since then, professional college programs in the U.S. specializing in public relations and housed in communication ("C-") or journalism ("J-") schools have flourished and gained relative acceptance. But several compelling questions about public relations education remain unresolved. We'll touch on a few of them.

Can public relations be taught?

Perhaps somewhat surprisingly, not all professionals agree that public relations can, or should, be taught. Doubters such as Robert Dilenschneider, former CEO of Hill & Knowlton and president of The Dilenschneider Group, and newsletter editor Jack O'Dwyer, have argued that successful graduates happen in spite of public relations education, rather than because of it. They believe that a good liberal arts education, designed to develop students' critical thinking skills and worldliness, is of far greater value than one specializing in communication and public relations. O'Dwyer has maintained that a student majoring in public relations is like having "potato chips, a hot dog and a Twinkie at a great restaurant, while paying the same price as you would for pheasant under glass."

This skeptical notion persists despite the steady growth of accredited college public relations programs. Interestingly, many critics are unaware that a public relations graduate of an accredited program takes more liberal arts courses than do students in many mainstream liberal studies programs. For instance, at California State University, Fullerton, a communication major concentrating in public relations must take 90 of 124 units (73 percent!) outside of communication. Among the 34 required communication units, only about half are in public relations.

Professor Jim Grunig, Ph.D., of the University of Maryland, reacts in no uncertain terms to the idea that students interested in a public relations career should take only liberal arts courses: "It's ridiculous to say you shouldn't study in the field you want to go into. If you wanted to have surgery on your appendix, would you go to someone who went to dental school?" In 1987, the Commission on Undergraduate Public Relations Education, of which IABC was a supporter, concluded: "The reality is that public relations is being taught."

Where should public relations

be taught?

Several years ago, Indiana University's David Weaver, then president of the Association for Education in Journalism & Mass Communication (AEJMC), stirred up a hornet's nest when he suggested that public relations (and advertising) might be more at home in business schools than in communication or journalism schools. His unexpected statement angered and disappointed many public relations educators. But his words triggered a healthy public discussion about public relations' roots and the realities of university politics.

Historically, public relations in the U.S. has resided within J-schools and C-schools. As the major has gained popularity, other related college programs, such as those in speech communication, have begun offering courses in public relations.

At first glance, some might wonder why B=schools aren't the natural site for public relations programs. After all, most entry-level practitioners begin their careers in a business organization. On a conceptual level, this argument carries weight. However, on a practical level, it is less defensible. For one thing, public relations and communication are largely misunderstood by B-school faculty and administrators. Most would strenuously resist making room for courses of faculty they believe are irrelevant to management education. For another, public relations faculty would probably occupy the low position on the B-school totem pole, thus limiting access to resources and restricting their voice in curricular decisions.

What topics should be taught

in public relations programs?

This question is asked and re-asked by educators and professionals alike. And as might be expected, the answers vary. Employers have their views. Educators have theirs. And accrediting agencies have theirs. And the twains don't always meet.

Certain themes, however, are heard repeatedly: "...lots of writing courses ... at least one internship ... business-focused courses in marketing, organizational behavior and economics ... a computer course, for sure ... can't forget about a graphics and desktop publishing class ... gotta have some public speaking and small group communication training ... a research course is mandatory ..." And so on.