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

Purpose – The purpose of this conceptual paper is to reflect on the value and influence experiential learning as a pedagogical approach had on me as a PR educator at a university in South Africa to ensure inclusivity and relevance of PR qualifications. The value of reflective practice, as one of the phases in the experiential learning cycle, is highlighted in developing critical thinkers. My role to support, mentoring and develop engaging networks that will benefit students, is discussed against the complex and diverse higher education context. Design/methodology/approach – The approach included a review of latest PR education reports, literature on experiential learning, its role as a transformational pedagogy and the results experiential learning has on students and educators. Findings – The findings indicate that experiential learning is a transformational pedagogy, capable of influencing both PR student and educator to be capable PR professionals. Through external benchmarking such as participation in industry award opportunities students can demonstrate their learning. Originality/value – The original contribution of this conceptual paper is the reflective practice applied to experiential learning as a teaching pedagogy, by a PR educator in a polycontextual environment.