University-Community Engagement and Public Relations Education: A Replication and Extension of Service-Learning Assessment in the Public Relations Campaigns Course

Abstract

This study replicated and extended Werder and Strand’s 2011 research by framing service-learning within the larger context of a university’s overall community engagement strategy and by including alumni within the survey population. The findings supported a general service-learning assessment instrument measuring students’ perceptions of their development of key public relations skills, along with citizenship and social responsibility mindsets, as a result of their participation in community-based projects in a public relations capstone course. While the results, overall, were consistent with Werder and Strand’s study, there were notable differences. For example, this study found that there were no statistically significant difference in means— by gender, time, and client type—for most variables. However, alumni who had worked for businesses in a town designated as an official community engagement partner had higher mean scores on three items: community involvement, strategic planning skills, and ability to work with others. The findings contribute to the collective understanding of community engagement, public relations education and practice, and the lasting impact of service-learning on students post-graduation. Whether servicelearning values such as citizenship and social responsibility “stick” after graduation is a key consideration for any profession, but especially for public relations.