Reflections of a PR educator: experiential learning for inclusivity and relevance in communication qualifications

Reflecting on my career as a Public Relations (PR) educator, personal development and experiences started 28 years ago when I commenced my role as an academic at a university in South Africa. This new position followed after completing a traditional BA Communication degree and several years as a communication professional in industry. The new position offered me the opportunity to develop as a scholar, share in the academic journeys of thousands of students, collaborate with some of the most renowned researchers and scholars in PR and contribute to the local and international body of knowledge of PR and ultimately strategic communication.

According to the Commission of Public Relations Education (CPRE) 50th Anniversary Report (2023), PR is one of the applied communication qualifications, as it prepares future professionals to identify and understand stakeholders, develop appropriate messages aligned with organisational objectives and build relationships with the communities they serve. The report includes a definition of PR, which practitioners and educators agreed upon as being “a strategic communication process that builds mutually beneficial relationships between organizations and their publics and serves as a catalyst to advance the human condition in the communities and societies it serves” (CPRE, 2023, p. 99). This definition highlights purposeful communication as a key construct in PR theory and aligns PR with strategic communication, particularly in educational contexts, where strategic communication education benefits from the more established pedagogical foundations of PR education (Botan, 2018). This definition has long guided my purpose-driven approach to curriculum development, lecturing and mentoring of PR students. I often recalled my own distress I felt upon entering the corporate world, wondering how to apply the theory I had learned and the skills I was expected to demonstrate in my role as a communication practitioner. My primary focus as a PR educator became the development and implementation of experiential learning pedagogies to assist students in understanding and developing relevant capabilities for their future working environment.

Experiential learning focuses on the active involvement of students in the learning context. In addition to traditional lectures, theoretical information and formal assessments, students are involved in authentic learning opportunities which may involve case studies, simulations, events, service learning in communities, internships, job-shadowing and work-integrated learning placements (Benecke, 2004). Experiential learning was first developed by David Kolb (1984) and is defined as a “process through which students develop knowledge, skills and values from direct experiences outside a traditional academic setting and include different learning cycles such as concrete experience, reflective observation, abstract conceptualisation and active experimentation” (Kolb, 1984).

Experiential learning as a pedagogical approach affects not only students and their learning but also the academic or educator involved. Pedagogical approaches primarily focus on the influence such a practice has on the learning efficacy for the student and seldom analyses the effect on the educator; this is also true of experiential learning (Valiente-Riedl et al., 2021). Through various experiential learning experiences, as a PR educator, I gained several co-learning opportunities. These experiences have not only transformed my approach to lecturing and facilitating student learning but also aided the development of a deeper understanding of PR and how to cultivate relationships and foster industry networks.

Tertiary education has changed in context and its role in society from knowledge creation through research and teaching to collaborating with society to address societal issues and have a demonstrable impact (Brink, 2023). If this is the future purpose of universities, the question arises as to how students and educators are prepared to fulfil this purpose as representatives of universities. Furthermore, universities function in specific communities and, as in the case of my public university, are accountable to the wider society to fulfil their purpose with responsibility and impact. In the case of a PR qualification, inclusivity goes beyond global perspectives shared during formal lectures and included in the curriculum, to create an environment where diversity is celebrated and students are given equal opportunities to be successful. Collaborating with industry members, locally and internationally, in curriculum development and experiential learning opportunities is key.

This conceptual paper presents a reflective account by a PR educator on experiential learning as an inclusive pedagogy in PR qualifications. In addition, by applying the reflective practice approach to PR as proposed by Mules et al. (2019) and Berger and Erzikova (2022), I also reflect on my own experiential learning experiences, involvement in several student-led activities and the development of a personal industry network to benefit students. This approach is unique within a traditional university context where traditional pedagogy such as content transmission during formal lectures and through prescribed textbooks is familiar to both student and educators. Currently, only three of the 13 departments in the Faculty of Humanities include service learning (an experiential learning modality) as credit-bearing modules in specific qualifications. Change is often met with resistance and uncertainty, preventing innovative and reflexive approaches to teaching and learning. This article further aims to sensitise readers, especially PR educators, to the opportunities available when applying experiential learning for personal development both in academia and as recognised PR professionals.

PR education influences and guides future professional practice, with students expected to be critical thinkers and ethical practitioners capable of listening to diverse views. They are also expected to develop authentic relationships across boundaries and demonstrate impactful communication interventions for brands and clients (CPRE, 2023). Practising PR requires an understanding of diversity, the different roles stakeholders hold, the complexity of relationships and the influence of cultural, social, political and economic dimensions on decisions and behaviour (Benecke et al., 2021). Educating PR students to understand the complexity of the environment they are preparing for should start by understanding the complexity of the environment they find themselves in while studying. The university context is just such a complex environment, and this includes the formal and informal relationships between different individuals in the lecture halls. They will work in different groups, be exposed to university activities in and outside the physical environment and be influenced by decisions taken by others, financial structures and opportunities available to further their personal development. This level of contextual intelligence is the first step in preparing future PR practitioners to be adaptable, agile and capable of identifying opportunities and threats associated with their future careers (Gregory and Willis, 2022). The so-called “real-world” concept seem to apply only outside of the academic context; however, analyses of every context should start while PR students (and educators) familiarise themselves with the different environments they are involved in, formally and informally, on- and/or off-campus and in so doing practise their reflective skills. The skill to reflect and practise reflective learning forms part of experiential learning, which is a learning approach and skill I developed early in my academic career. It formed part of my personal approach to the reflection and observation stage of the experiential learning cycle, as proposed by Kolb (1984). Observing the evolving profiles of student cohorts, their academic capabilities and individual development necessitated my active involvement and study of these stakeholders as an educator. Away from the traditional approach to lecturing as being the “expert” presenting students with theories on PR excellence and practice, I had to adopt a different pedagogical approach. It has proven to be a difficult, complex and often uncomfortable approach to teaching, as found by Mules et al. (2019). However, the benefit of this approach was the development of an inquisitive nature, an interest and active involvement in every context as an opportunity to learn and influence.

In the South African context, with its 12 official languages, history of segregation, economic challenges, inequality and volatile politics there is more than enough complexity and opportunities to practise reflective observation together with contextual understanding and, thus, develop contextual intelligence. Analysing personal bias and assumptions, testing these against literature and other theories enabled a view rich in possibilities, multiple truths, more tolerance both in my professional and personal life as well as developing my own ability to listen more actively as proposed by MacNamara (2015). Reflecting on my own experience as a first-generation student assisted me in understanding some of the challenges first-year students experience, even though my privileged status as a white South African in the previous dispensation was different. The fundamental needs of a first-generation student entering higher education include academic support, sense of belonging, financial support, career development and peer-support facilitated by university structures (Van Zyl, 2013). Much has been done by universities in the global south to address the transitional needs of students in order to influence student success rates. Studies include student profiles, their educational background, social support structures and need to develop a “sense of belonging” (Van Zyl, 2013).

Student success, including that of the PR student, has become a moral obligation for universities in South Africa, and this requires a holistic, integrated approach (Van Zyl, 2013: 12). Universities can no longer approach student success rates as dependent on the individual's ability to navigate the academic demands of their chosen degree but should ensure an understanding of the profile of students (as stakeholders in a university context) and develop purposeful and proactive interventions to assist students to cope with the challenges of a tertiary education context (Van Zyl, 2013). Although the initial study by Van Zyl (2013; Van Zyl et al., 2020) focuses on first-year students, the concept of a holistic and integrated approach to academic success also involves the teaching and learning pedagogy applied by various programmes – and, in this case, PR qualifications. This has led to my annual involvement with student surveys, applying the information when developing course content and assessments. This approach to my own contextual understanding of higher education in developing contexts and the needs of my students speaks to what Anton et al. (2025) call “aligning with both institutional demands and student sensibilities”.

One of the biggest challenges students face is to secure meaningful employment opportunities with their chosen careers. Youth unemployment is one of the most pressing social and economic issues in the South African context. In the first quarter of 2024, unemployment among youth (aged 15–34) stands at 45.5% (Statssa, 2024). As with any other organisation, universities form part of the society and operate in their respective geographical environments. They influence and are influenced by the societies they serve and need to adjust their approach to address social issues (Brink, 2023). Interventions by universities to address youth employment involve collaboration with various government initiatives and developing curricula which address the skills shortage experienced in South Africa – often argued to be the reason for youth unemployment (Mayombe, 2024). An example of such an intervention is the Presidential Youth Employment Initiative (PYEI) aimed at developing structures and networks which place young graduates in positions where they can earn salaries or stipends funded by government and develop skills within demand-led industries, involving and developing local ecosystems and ensuring that young employees develop insights and skills to enhance their employability (PYEI, 2023). Other initiatives include the skills development plans as included by the National Youth Development Agency (NYDA), with the focus on entrepreneurial skills development, employment opportunities, local eco-system development and strengthening of a national network to assist young people in finding employment. Several universities employed students selected by the PYEI programme to complete internships within different departments since the programme started in 2020. A budget of R4.5 billion was allocated for implementation between 1 December 2020 and 30 March 2021, with 320,000 young people securing job opportunities at various schools in South Africa (Department of Education, 2024). The impact of this project was remarkable: during the Presidential Address at the State of the Nation in 2024 it was reported that over 4.5 million young people were employed to date (SONA, 2024). President Ramaphosa reflected in his 2024 address to South African citizens that there are several areas of improvement required, including sustainable funding, increased number of business partners for placement opportunities, monitoring and evaluation as well as integration into the education system. This last comment is of specific interest if the impact of experiential learning to address youth unemployment in South Africa is considered.

Generational theories have formed part of research studies in PR and strategic communication in recent years, demonstrating the need to understand the individual, the young practitioner, as a stakeholder. The Commission of PR Education (CPRE) dedicated a section of its 2023 report to the needs of Generation Z (Gen Z). Gen Z, defined as people born between mid-1990 and early 2010, constituted the overwhelming majority of students at my institution at the time this research was done (Azionya et al., 2019). This generation is known for its diversity, as digital natives, socially conscious, focused on education and career development as well as placing greater emphasis on their emotional wellbeing than older generations (CPRE, 2023). In line with the discussion on stakeholder profile and specifically the profiles of PR students it is interesting to note the expectations Gen Z have of their future employers. These include a work-life balance with flexible work hours and office environments; stronger emphasis on diversity, equity and inclusion (DEI); career development opportunities for growth; technological integration; social responsibility and transparent (and authentic) communication (CPRE, 2023).

The expectations of Gen Z, the profiles of students and young practitioners and the need for qualifications which address the economic needs discussed before demonstrate the need for an alternative approach to curriculum development and pedagogy in PR education. This view is supported in an article by Anton et al. (2025) reporting the views of global PR educators and industry members, which argues that students should form part of the curriculum development and pedagogy of PR education. It is thus worthwhile to explore approaches other than traditional pedagogies. Experiential learning is such an alternative approach, as it ensures that students are actively involved in the learning experience, developing critical thinking skills and gaining an opportunity to change the way they learn to deep learning and understanding. It is important to note that universities and educators need to ensure that students gain the maximum experience and learning from every engagement (such as during the PYEI positions) as well as develop a contextual knowledge which can be transferred to different environments (from university to businesses and communities).

Involving employers and the business and social context promotes the relevance of qualifications. The expectations of employers are important to ensure that PR qualifications stay relevant and that they prepare students adequately for their future careers. Universities also rely on external funding to support their operations and therefore an active involvement of employers should form part of the relationships academic departments develop. In the CPRE report (2023) employers highlighted several important factors, namely, the ability to think critically, act ethically and have a sense of social responsibility together with driving social change, as well as the ability to analyse data and use technology while also having internship experience. Students and young practitioners need to be prepared during their studies to meet these expectations, and PR educators and universities need to facilitate the process.

Experiential learning can be defined as the transformation of experience into knowledge (Kolb, 1984 cited in Benecke and Bezuidenhout, 2011). In my career as a PR educator, this entailed formally developing a curriculum to facilitate a knowledge creation process for PR students and for myself. In developing the curriculum I studied experiential learning theory, especially the work of Kolb (1984, 2005) and the four-phase cycle of experiential learning, namely concrete experience, abstract conceptualisation, reflection and observation and, finally, active experimentation. This theory became the theoretical foundation of my master's study, “Experiential learning as implemented by higher education institutions in the education and training of Public Relations practitioners in South Africa” (Benecke, 2004). The application of the experiential learning cycle to most of the curricula I developed as HOD, curriculum chair and lecturer enabled an integrated approach between “knowing and doing”, which are often regarded as opposites. The knowing component is often seen as the theoretical construct and, in traditional teacher-centred approaches, the transfer of formal learning as being the responsibility of the knowledgeable teacher/lecturer or academic to the “unknowing or passive” student. The doing component (competency and capability) is often regarded as the responsibility of the workplace and of the student, due to the limitations associated with implementing experiential learning in higher education institutions (Benecke, 2004; Radović et al., 2021). This approach is considered resource intensive and difficult to assess due to the complex and dynamic environments students find themselves in during the experiential learning process (Benecke and Bezuidenhout, 2011). It was also this approach that introduced the value of critical reflection on what is regarded as normative approaches to PR theory and practice. The question most often posed to the students in my lectures (especially in Public Relations 2, 3 and Professional Practice 3) was to analyse what theories such as the Excellence Theory (Grunig and Grunig, 1992) mean to South African practitioners, how it has shaped our thinking about PR and which alternative theories are available. This approach did not only test and deepen my own theoretical knowledge of PR as a discipline, but also enabled me to assist students to make sense of their experiences when dealing with industry partners. Although there has been a substantial shift in the PR industry in South Africa to include critical PR theories, the normative practice still leans towards a Western-developed perspective of PR (Benecke et al., 2021). Following a deconstructive approach (Mules et al., 2019) to my own understanding of PR, its theory and practice, it became evident that a critical paradigm should be adopted, which earned me the reputation of an academic activist. This reputation includes the continuous, critical review of paradigms, challenging their suitability to local contexts, the efficacy of associated theories and finding alternatives where needed. This approach also became the core of my doctoral study in which I explored the social representation of PR activism. Reflecting on experiences and the invaluable practice of observation are two skills in the experiential learning cycle which enable the students and me to analyse our experiences against a number of criteria like: what behaviour and emotions we observe and identify, what the expectations are that various stakeholders (including ourselves) have of the interactive experience, how prior knowledge guides our own meaning-making and finally, documenting the process. This deconstructive approach to reflective learning aligns with the model developed by Johns (1996, 2017). The Johns model to reflection deconstructs an experience by asking a variety of structured questions ranging from the description of an event/experience; the factors influencing the experience; the feelings associated with the experience and a description of learning the individual experienced. This structured approach by Johns (1996) was later refined in his 2017 paper to include more reflexive questions, namely, focusing on the individual and the ethical, empirical, personal and purposeful reasons for their involvement in the experience. In experiential learning, reflective learning places the individual at the centre of the learning experience, which, in my teaching and learning philosophy, affords both my students and me with opportunities to share our experiences in various contexts and on different platforms. By describing the actual experience and applying the reflective observation phases of the experiential learning cycle it is possible to deconstruct experiences from different perspectives (especially in a group or lecture setting). The reconstruction process as proposed by Mules et al. (2019) includes a summary of the learning acquired during the reflective process and is used as a basis to design new actions and revise practices based on the review of documented studies, referred to as abstract conceptualisation. This phase involves students studying a construct identified during the reflective phase, analysing alternative theories, often found in other disciplines. This also aids the development of a multi- and transdisciplinary mindset. The very approach in this conceptual paper is based on a multi-paradigmatic process as proposed in the Johns model for reflective practice developed for nursing education.

Broadening my own experiential learning opportunities has primarily focused on a student-centred approach to inform my teaching, while remaining actively engaged in student activities. This journey has deepened my commitment to understanding students not only as learners but also as individuals with diverse lived experiences and as key stakeholders in the educational process. By recognising their unique perspectives, needs and aspirations, I am better equipped to foster inclusive, responsive and transformative learning environments. An example of this approach was the co-development of a student-led association called Students' Public Relations Association (SPRA), which I started in 2012 together with a group of senior students. Student associations are not unique to our university, but what was important is the focus of this association, namely, to provide PR students with opportunities to practise PR. Students developed their own charter, which focused on presenting fellow students with the opportunity to plan and implement PR projects, experience PR practice in the convenience of the university context and bridge the gap between theory and practice. An important clause in the charter is the close relationship with the academic department and mentorship by an academic from the department. Annually, students nominate and vote for the executive committee who ensures that the association meets all the requirements set for student associations by the university. My role as facilitator involves many additional hours of meetings and mentoring of the leadership committee, but the results have been very rewarding in building relationships and developing their passion for PR. Successful PR campaigns, excellent leaders and good governance built the SPRA brand and earned them a good reputation both within the university and in the industry. This is evident in the annual membership subscription and career success of the executive committee members, especially the chairpersons. During 2024, SPRA members worked on several high-profile events involving government dignitaries and high-profile international visitors. The record for the most events in one year is still 30, which was the work of the 2013 executive committee.

Collaboration is not just an essential component of PR practice, but is also widely available within large university structures. Collaboration between various departments and faculties provides educators, academics, researchers and students with opportunities to gain experience and influence social change. Most universities have their own community engagement programmes aimed at involving the university and its stakeholders in meaningful social projects. Community engagement departments identify suitable projects and coordinate the student volunteers who register to work on these projects. Second- and third-year students are formally appointed and orientated by the CE team, with an annual involvement of around 200 PR students in the numerous projects such as patient-care surveys at public hospitals, as support staff during events, creating content for social media pages, tutoring programmes in under-privileged schools, on-campus health promotion campaigns and community soup kitchens. Regular meetings between me and community engagement staff ensure continuous evaluation, communication with students and monitoring of student progress. Community engagement staff also facilitate assessments, as they verify student involvement in projects and the work done by students. Some of the community engagement staff are also qualified PR practitioners and alumni from my department. Community engagement activities are integrated in the curriculum as reflective case studies. Students, together with their tutors, build on these case studies when planning their own experiential learning projects. Implementation of their strategies happens outside of lectures and tutorials and requires close monitoring. This approach, together with the continued discussion of Kolb's experiential learning theory, ensures the development of experiential learning opportunities for students in a controlled and safe environment. Similar collaborations are conducted with several other university structures, including a hydroponic food garden research project which aims to research and develop a campaign to address food security on campus. Students, both undergraduate and postgraduate, are involved as content developers, field researchers and strategy developers.

As a PR educator, one of my responsibilities is to develop networks both within the university and in the PR industry. This has been my personal focus for many years as I should be able to fulfil the role of a PR professional, facilitate student learning and promote the students and the PR qualification as relevant. This practice had a transformational effect on both my learning and the learning experienced by students as noted by experiential learning scholars like Valiente-Riedl et al. (2021). The role of a teacher (or PR educator in this case) changes from being the facilitator of student learning to becoming a co-learner, transforming normative approaches to teaching, own learning and own identity. By practising experiential learning myself, I had to learn the skill of critical reflection in order to teach students how to practise critical reflection and develop observational skills. This process took several years and many collaborative sessions with students, industry professionals and colleagues. And the dynamic nature and ever-evolving student (stakeholder) profile and PR context will require continuous reflection and learning. Being a successful PR educator means being a capable research, scholar, teacher, facilitator in an academic environment as well as being a competent PR practitioner, irrespective of the context. Serving on professional bodies (nationally and internationally) offers several opportunities to build networks and research opportunities.

In the CPRE report strong emphasis is placed on critical thinking skills and the need for PR graduates to be able to analyse problems, used data analytics, develop strategies based on their critical analysis of a problem and implement the strategy. “Practitioners and educators alike considered both strategic thinking and critical thinking [as] being integral to student career success” (CPRE, 2023, p. 51). The CPRE report identified three experiential learning activities to foster critical and strategic thinking, namely, internships, service learning and guest speakers (2023, p. 53). Although I have implemented all these activities in various modules and for different groups, both undergraduate and postgraduate, the most successful experiences for students, for me and for other collaborators have been those in which students had the theoretical knowledge of experiential learning phases, had some prior experience with the approach, engaged during class with the problem at hand and were allowed to form their own working groups. This integrated approach ensures that students experience the complete strategic planning process, from detecting, analysing, strategizing and acting, as represented in the DASA model (CPRE, 2023), in lecture rooms and community contexts. Experiential learning forms the basis for such an approach and provides the framework for the implementation of critical and strategic thinking skills development. Integrating the “knowing” with the “doing” is essential to learning; thus, an “and” rather than an “either-or” approach is proposed, the latter seeming too often to be the norm in traditional PR curricula. In my context and experience, curriculum development presents an opportunity to ensure the integration of current paradigmatic approaches, prominent theories and appropriate pedagogy. The most recent recurricularization process took place during 2015–2016 and saw the inclusion of three professional practice modules in the Diploma of Public Relations, namely, a Professional Practice 1, 2 & 3 (PPR). In PPR1, the first-year focus is on developing a personal brand and a “heart” (passion) for PR. PPR2, included in the second year, focuses on developing a contextual understanding with emphasis on service learning and involvement with community projects. This also includes the work done by SPRA, as discussed earlier, and focuses on the active involvement of students in on- and off-campus projects, thereby developing the “hands”, or the implementation, of PR – thus developing a deeper understanding of PR practice. The PPR3003 module, offered during the final year, is seen as the capstone module wherein the students are guided into the integration of PR theory and practice with the development of “soft skills” during the first semester and industry placement earmarked for the final semester of their third year. The emphasis is on their decision-making and implementation of prior knowledge and skills, resulting in the “head” (analytical) component being the focus in the final year. All three of these modules are year modules, presenting the opportunity to scaffold learning. Workshops with students and industry mentors have proven to be very productive to prepare both student and industry partners for the different engagements. An important learning from these approaches is that students need to have continuous access to tutors to assist them during the various stages of placement and the uncertainties presenting themselves during these phases, as not everyone has the same questions, learning pace or learning opportunities.

Experiential learning is seen as a transformational pedagogy and thus requires a refocusing of educator attitude, institutional support and student expectations (Valiente-Riedl et al., 2021). In my earlier work on experiential learning in PR education, I documented some of the issues raised by respondents in my study on the implementation of experiential learning in PR education. These included additional resources, assessment difficulties, consistency in practice, assessments and integration of experiential learning in PR curriculum (Benecke, 2004). These findings were verified by other studies as summarised by Radović et al. (2021) with three clearly defined characteristics, namely, authenticity, reflection and collaboration. Authenticity refers to activities which involve students in a discipline-specific activity such as, in the case of PR, an event such as a conference where students can observe and/or work as event assistants. Another authentic engagement can be a problem-based learning placement where students need to identify, analyse, formulate strategies and implement interventions, often within diverse communities. Both these approaches have been implemented in the various professional practice modules I discussed earlier.

The second characteristic – namely, reflection – was discussed earlier (I made reference to the Johns (2017) model and the work done by Mules et al. (2019)): reflection is a learned skill which students (and educators) need to develop through continuous practice. It is important to note, and it has been my personal learning experience, that being involved or present during an event or any other experience is not experiential learning. Only when reflection and, specifically, critical reflection occurs can individuals claim to have learned by “doing”.

The third characteristic is collaboration, which has also been included in my earlier discussions. Collaboration should start within the university, as that provides a relevant, authentic environment for the students to engage with other students and university structures. Building relationships within university structures often leads to employment opportunities for students which develop organically due to the reputation of our PR students, colleagues familiar with their work ethics and their availability. Collaborations with external partners can include community organisations, communication agencies, professional bodies and non-profit organisations.

While these characteristics, highlighted by Radović et al. (2021), are important considerations when implementing experiential learning in PR education, there are additional prerequisites to success. An open-minded and agile mindset by PR educators as to the benefits and challenges associated with experiential learning as a transformational pedagogy is needed before academics will be willing to change their traditional approaches. This can be achieved through case studies, research outputs and student success rates. Another important consideration is that experiential learning needs to be formally assessed and a credit-bearing component to the curriculum in order to make sense to students. Students also need to adjust their expectations of higher education learning after years of traditional learning approaches. The final consideration is the institutional support for experiential learning in policy, infrastructure and recognition. This can be achieved when addressing the needs of modern universities to be good corporate citizens, instrumental in social impact and financially sustainable (Brink, 2023).

Our department, through the support of specific colleagues with good industry relations, has been determined to align our experiential learning activities with different industry award opportunities. An example of this was a Twitter (now X) campaign during PRL3 lectures for World Cancer Day with Campaign for Cancer (C4C) in 2020. The objective was to demonstrate the changed role of PR practitioners and to prepare students for content development responsibilities during their work-integrated learning placement of that year. Social media campaigns have been done on several occasions, with the 2016 campaign winning a bronze PRISA PRISMS Awards for a Primedia LeadSA campaign on food security. Students also worked that year for a number of community food-garden projects during their work-integrated learning placements – which addresses the earlier discussion of ensuring an integrated approach when embarking on experiential learning experiences. Other awards included working with the International Migration Organisation and winning a PRISA PRISM award in 2017 for their anti-human trafficking campaign. Between 2015 and 2023 over 13 awards were won and are displayed in our departmental boardroom where students and visitors can witness these successes.

Reflecting on the relevance of these awards, I would like to share an experience I had earlier in 2024 with a group of postgraduate students which proved to be an intense learning experience, for the students and for me. Although many of these industry awards expect strategy development from students only when they take part in the student categories, there are others who also require a level of implementation such as the PRISA PRISM awards and the New Generation Awards. It was with this in mind that we incorporated the development of a communication strategy for our university's internal Student Affairs department, aimed at addressing diverse outcomes and stakeholder needs. The first assessment was group presentations of their research reports about the client. The second assessment was the development and presentation of a communication strategy to the client and thirdly, the implementation and evaluation of approved activities. The timeframe of four months and a very limited budget were two of the restrictive aspects. Students were assessed on their ability to apply relevant theories and develop suitable strategies during the first two assessments. The third assessment involved a project plan, peer evaluations and a personal reflective report following the implementation of the approved activities. The project had some successes, with the research and strategy development done well. However, when it was time for implementation, several issues hampered the success of the proposed interventions. These include a lack of team work; students unfamiliar with decision-making processes within the university; inexperience when dealing with clients; being hampered by a restrictive budget and being unfamiliar with experiential learning as a pedagogical approach. Degree students are traditionally not involved with experiential learning pedagogies during their undergraduate years, and this group of master's students also included members from other institutions where they were not exposed to experiential learning at all. The one successful event planned included indigenous games during a collaboration with another university event, which generated much interest and support. The reflective reports by the master's students indicated their own challenges with actualising strategies in unknown environments. For me, it was clear that experiential learning requires prior experience, an understanding of project management, supportive clients and longer period in which to plan and implement projects of this nature. The strategy was entered into New Generations Awards and was a finalist but did not win. The learning that students experienced during the first semester did however inform their decisions and practices during the second semester's client projects.

Experiential learning as a transformational pedagogy has presented me, as a PR educator, with the theoretical framework to stay engaged with developments in PR as an applied communication discipline. By learning and teaching reflective practice as a critical thinking skill, I could share in the learning experiences of my students over the past 28 years. This approach required courage and many adjustments but ensured continuous development, as I needed to unlearn and relearn alternative approaches to my role as a PR educator and PR professional. Practising my own PR skills meant that I had to extend my own networks, build relationships and, stay engaged with the PR industry, both locally and internationally. Being immersed in the PR industry has undoubtedly contributed to the development of inclusive and relevant qualifications, producing many successful practitioners – as evidenced by the various industry awards won by our students. It has certainly been a “slow road-trip” and not a science fictional “warp-speed” experience. However, perhaps that is how deep learning occurs.

Dalien René Benecke, Associate Professor in Department of Strategic Communication with a doctorate in Corporate Communication. I worked for 12 years in the Non-Profit sector as a PR manager and fundraiser before I joined academia. I specialize in experiential learning, work-integrated education, reflective practice in PR, participatory action learning and action research for undergraduate and postgraduate strategic communication students. My research include activism, community influencers, network theory, internal communication, PR education and leadership. I also mentor the Students' Public Relations Association (SPRA) and am working closely with the Community Engagement Unit at UJ. I believe in providing students and young practitioners with opportunities to make a difference in society through their experiential learning actions and active citizenship. I served on the Public Relations Association of Southern Africa (PRISA) Board since 2016 (although I have been a member since 1998) and served as President of the professional body during 2019/20 and held the Board portfolio of Education, Training and Research since 2016 until 2023. I was awarded the Fellowship of PRISA in 2023. I co-edited and authored several Public Relations and Strategic Communication articles and books, presented research papers at local PRISA and SACOMM conferences as well as international conferences such as the World Public Relations Forums in Canada, Norway and Spain, the International History of PR Conference (IHPRC) and the International Communication Conference held annually at Lake Bled, Slovenia. During May 2024, I presented workshops and satellite events at the South Africa Sweden University Forum (SASUF) in Sweden. I have been serving on the Global Alliance for Public Relations and Communication Board since 2023 and has been re-elected to serve as the Southern African representative until 2025. As a GA board member I promoted the Health and Wellness Month in January 2024 as it relates well with my own research on Student Health and Wellbeing. Currently, I am leading the global survey on public relations professional profiles, roles and benefits. South Africa will also play an active role in the World PR Forum conference taking place in Bali, during 19–22 November 2024.For more details on my publications visit: https://www.uj.ac.za/members/prof-rene-benecke/