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One way experiential learning can be experienced in a public relations program is through the launching of a public relations student-run agency. This study focuses on a strong example of a student-run PR agency that was launched in a small program on a private university campus. Findings from this case study suggest that student-run agencies can effectively be launched, even with limited resources, to strategically meet program-learning outcomes. Additionally, benefits of student-run agencies include increased prominence of the program within the community, which can provide more internship and networking opportunities for students, as well as stronger pre-professional preparation for students who participate in student-run agencies.
Keywords: student-run firms, public relations, experiential learning, teaching public relations, service learning
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,...