New Research Shapes Future of Public Relations Accreditation & Education

Through a trend analysis survey, a group of Baylor University researchers have found the expectations of public relations practitioners and educators regarding the essential competencies for entry-level and mid-level professionals exceed realistic performance levels, prompting changes to the Accreditation in Public Relations (APR) and the Certificate in Principles of Public Relations (CPPR) exams. The research was published in the September 2024 edition of Corporate Communications: An International Journal.

The study also demonstrates an overestimation of the use of artificial intelligence (AI) in the workplace and a need for increased interpersonal communication skills among young graduates.

The research – led by Marlene Neill, Ph.D., APR, Fellow PRSA, professor of journalism, public relations and new media and graduate program director –  is conducted every five years to assess the Universal Accreditation Board (UAB) core competencies used in its APR and CPPR exams. The APR is an accreditation available to public relations professionals and educators and signifies a high professional level of experience and competence. The CPPR is a certificate designed for upcoming or recent college graduates to demonstrate a high level of public relations principles to future employers. 

“It is crucial to understand differences between perceptions and actual performance because what educators ‘think’ is important for the workplace may not be an accurate assessment,” said Neill’s co-author and international journalism graduate student Raphael Roker. “With these findings, organizations can allocate time and resources more effectively to areas where there is a disconnect.”

Perception vs. performance 

One major survey finding focused on practitioners’ expectations for mid-career professionals as compared with their actual weekly responsibilities. Researchers found significant gaps between the competencies practitioners expect of mid-career professionals versus what they self-report in an average week. 

The researchers cited social comparison theory as a reason why participants reported higher expectations of others than themselves. In other words, it’s the tendency of people to manage comparison situations by selecting counterparts who do not negatively affect their self-image in relevant social contexts, Neill said. 

Using AI in the workplace 

The survey also identified another concern: The rise of AI, which has left many professionals across fields wondering when – or if – AI should be used in the workplace. The researchers found that the actual rate of adoption for AI is much lower than initially thought, with some practitioners reporting they use AI for content creation but shy away from using it for crisis, legal and ethical issues.

“It is encouraging for those of us who are educators to learn that artificial intelligence is not used as much as assumed. It means we have a little bit more time to be able to research and learn the skills ourselves,” Neill said. “Everything is changing so quickly, and I know that it’s been a challenge for faculty across the nation to understand which AI tools are beneficial and which hinder learning.”

Because of slower AI adoption in the public relations field, educators have time to integrate AI skills into the classroom, she added. The researchers suggest that instructors include using AI for content creation, such as gathering ideas for press releases, social media posting and ethical considerations in a class setting. 

Interpersonal relationship building 

An area of concern that appeared in the survey was around the desired ability of internal communications. Both educators and practitioners listed items related to building and maintaining relationships as missing from the list of current competencies assessed for the certificate exam. This aligns well with the recent report from the Commission on Public Relations Education (2023), which found that practitioners reported that internal communication skills were desired but not likely to be found. 

Neill said that Covid-19 had a big impact on students’ understanding of interpersonal communication because of the reliance on virtual meetings and encounters. 

The Commission on Public Relations Education (CPRE) 50th Anniversary Report stated that “graduates must be self-directing but also able to acclimatize to the culture of the organization. They noted that while many students have learned about relationships online, they need to recognize and work within power structures in the ‘office’ or professional setting.”

Changes to accreditation and certification 

This study has been used to change some aspects of the CPPR exam for students and practitioners. In July, Neill – who also serves on the UAB board – and UAB approved and accepted a competency centered around relationship maintenance and building, as well as adding language about technology to existing competencies. 

In addition, Neill and her faculty colleagues are working to determine the changes that may need to be made to the current curriculum in the Department of Journalism, Public Relations and New Media at Baylor because of the research results. 

“We’re actually using this research to make sure what we’re covering in our department reflects what’s happening in the industry,” Neill said. “So, it’s not just impacting the APR exam but also how we are incorporating it into our courses to make sure we’re being deliberate in the education of our students.” 

Impacting the industry 

In August, Roker presented the findings at The Association for Education in Journalism and Mass Communication (AEJMC) Conference in Philadelphia as part of the top student paper session – in addition, the work was the only undergraduate and graduate student research presented among all other Ph.D. candidate research. In October, Neill and Roker will represent UAB and present the findings to public relations professionals at the Public Relations Society of America (PRSA) International Conference in Anaheim, California. 

“Through this research, I am not only breaking barriers for myself but for other graduate students to realize they do not have to wait until they're an executive in corporate America to have a seat at the table,” Roker said. "As a graduate student, rubbing shoulders with veteran educators and professionals at major international conferences is both humbling and exciting.”

STUDY AUTHORS

In addition to Neill and Roker, the research team included both undergraduate and graduate students. 

• Lauren Combs, B.A. '23, Master's Candidate in journalism, Baylor University 
• Raphael Roker, Master’s Candidate in international journalism, Baylor University 
• Emeri Drewry, Master’s Candidate, journalism, Baylor University
• Lia Hood, B.A. '23, Master's Candidate in journalism, Baylor University
• Mallory Vaughan, Master's Candidate in journalism, Baylor University
• Aliyah Binford, Master’s Candidate in journalism, Baylor University
• McKenna Joyce, undergraduate in journalism, Baylor University

ABOUT BAYLOR UNIVERSITY

Baylor University is a private Christian University and a nationally ranked Research 1 institution. The University provides a vibrant campus community for more than 20,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 100 countries to study a broad range of degrees among its 12 nationally recognized academic divisions.

ABOUT THE COLLEGE OF ARTS & SCIENCES AT BAYLOR UNIVERSITY

The College of Arts & Sciences is Baylor University’s largest academic division, consisting of 25 academic departments in the sciences, humanities, fine arts and social sciences, as well as 11 academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. The College’s undergraduate Unified Core Curriculum, which routinely receives top grades in national assessments, emphasizes a liberal education characterized by critical thinking, communication, civic engagement and Christian commitment. Arts & Sciences faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Visit the College of Arts & Sciences website.