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Download Report: CPRE 2021 Summit Report Overview: The 2021-22 Spotlight Reports expanded the 2017 Fast Forward research and recommendations through conversations with the expert chapter teams.  Featured are bast practices for public relations writing, online teaching, ethics education, and public relations technology trends; and insights into the needs of public relations adjunct teachers. Public Relations Faculty are a Resource to be Nurtured A survey of adjuncts and recommendations on how to better structure and involve adjuncts Public Relations Education Online: Challenges and Opportunities Writing Work Group Report: Understanding Writing Preparation and Skills for Entry-Level Public Relations Practitioners CPRE Fast Forward: Ethics Education: Recommendations for the PR Curriculum Unicorns and Phone Calls: A Convo about the Evolution of Technology Trends
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The 2017 CPRE Report on public relations education Is the product of three years of research in the U.S. and abroad, Reflects the work of 60 educators and practitioners who served in 16 teams as subject matter experts to provide comprehensive recommendations and best practices for public relations education introducing a 6-course standard for undergraduate education programs. The report includes:  In The Beginning: The CPRE Industry-Educator Summit; Development of The CPRE Report and 2016 Omnibus Survey; Learning Objectives; Undergraduate Curriculum; Ethics; Theory; Research; Technology; Academic Structure and Governance; Educator Credentials; Online Public Relations Education; Program Certification and Accreditation; Internships; Professional and Pre-Professional Organizations; Diversity; and Global Perspectives on Public Relations Education. Download Full Report The 2017 CPRE Report on public relations education, Fast Forward: Foundations and Future State. Educators and Practitioners: Is the product of three years of research in the U.S. and abroad, including focus groups, a major omnibus survey and a “summit” meeting of industry and education leaders with a follow-up survey of practitioners who hire entry-level staff, all designed to create a report that provides clear, consistent and compelling direction for public relations students, those who teach them and those who hire them. Reflects the work of 60 educators and practitioners who served in 16 teams as subject matter experts, reviewed and conducted secondary and primary research, and developed insights into how public relations education for undergraduate students can be enhanced and integrated with what employers need. Was made possible by industry support including Ketchum (Rob Flaherty), Wells Fargo (Oscar Suris), Weber Shandwick (Andy Polansky), The Plank Center for Leadership in Public Relations (Karla Gower), The Arthur W. Page Society and the PRSA Foundation. Additionally the Public Relations Society of America has provided decades of in-kind support for CPRE including staff support and administrative services. The Institute for Public Relations and also provided in-kind support for the 2017 report development and launch, and Ketchum hosted the 2015 CPRE Industry-Educator Summit at their New York offices. Covers a myriad of topics, including: In The Beginning: The CPRE Industry-Educator Summit Introduction: Development of The CPRE Report and 2016 Omnibus Survey Learning Objectives Undergraduate Curriculum Ethics Theory Research Technology Academic Structure and Governance Educator Credentials Online Public Relations Education Program Certification and Accreditation Internships Professional and Pre-Professional Organizations Diversity Global Perspectives on Public Relations Education In Conclusion: Looking Forward, Fast
From research conducted in 2011, this report provides recommendations for graduate-level public relations education that will benefit those going into academia and the practitioner world.
Download Full Report Public relations, now a global profession, has long merited research to document how it is being taught at the undergraduate and graduate levels in countries around the world. “Analysis of Global Public Relations – Curriculum and Instructors” is that study. Building on valuable earlier studies, our analysis broadened the geographic scope of study and stressed in-depth qualitative discourse as a basis for its conclusions. The first phase of the study was an analysis of the web sites of 218 educational institutions in 39 countries on five continents (Appendix Table 1). Based on this array of data, researchers engaged in in-depth interviews with public relations educators in 20 of the countries (See Key Questions in the Introduction, page 5).The emerging narratives and details provided valuable insights as to how and why public relations education is generally based on several universals and yet is often combined with local variations.* The key findings of this study are: Public relations is generally defined as a strategic function for building and maintaining relationships. Undergraduate programs are basically designed to prepare future practitioners. Curriculum frequently reflects the five-course standard suggested in the Commission of Public Relations Educations 2006 report, “The Professional Bond.” However, important cultural distinctions are often embedded within programs. Barriers to development of “the ideal public relations program” include resources, government, country culture, program structure, and inadequate or ineffective relationships with practicing professionals. Graduate programs emphasize advanced theory and strategic thinking. Researchers also found “moderate” influence by U.S. and European educational standards in other parts of the world. As a comprehensive recommendation based on the interviews, the researchers suggest the development of a virtual compendium of best practices in public relations education with continuous contributions from educators around the world. This electronic “Public Relations Education Development Depository” (PREDD), could be a valuable reference resource for case studies, test banks, uploaded interviews with professionals and other sources, campaigns and recommended and rated textbooks.
This report presents the findings of research conducted in 2010, extending the original research of the Commission of Public Relations' 2006 study that produced a first ever "Sampling of Major Gifts to Public Relations Education."
This report, like earlier reports of the Commission on Public Relations Education, presents recommendations for public relations undergraduate and graduate education. But beyond this traditional purpose, "The Professional Bond" report has also been developed to demonstrate, facilitate and encourage the kind of linking of public relations education and practice that is the hallmark of any profession.
The Commission invites students and potential students, faculty and other academic leaders, certification and accreditation bodies and public relations practitioners to buy into and profit from the greatly improved "Port of Entry" education this report describes.
Download PDF: Design for Undergrad Public Relations Education This second Commission-issued report sought to improve the content of a public relations undergraduate education rather than courses. It was the first report to base its recommendations based on survey research of public relations practitioners and educators. The report proved greater depth to what the objectives of a public relations program of study should be and assumptions and commitments of a public relations curriculum. It advocated for more resources and administrative and professional support.
CPRE: 1975 Report: A Design for PR Education The initial milestone CPRE report, after establishing the Commission in 1973, the 1975 A Design for PR Education, introduced the Commission’s mission; made curriculum recommendations for undergraduate and graduate public relations education, specifying courses; addressed educators; the vital relationship between practitioners and educators; and the need for basic research to advance public relations practice.