The skills required for entry-level public relations: An analysis of skills required in 1,000 PR job ads

Highlights

• •When it comes to PR job postings, the basic skills seem to matter most (e.g., communication skills, organizational skills).
• •PR graduates looking for entry-level positions need to be able to write well across a variety of platforms.
• •Soft skills are frequently requested in entry-level PR jobs postings.
• •Only 16% of PR job postings asked for industry-specific tools so this shouldn’t be a huge focus in the PR classroom.
• •Different PR job titles request different skills.

Abstract

Preparing professionals to work in any industry means linking educational competencies and career requirements. With its own career-defining skills, the field of public relations is no different. Knowing the demands of the industry creates an opportunity to supply the most relevant education that gets early professionals hired.

By analyzing 1000 job postings, this study unearths the most frequently requested entry-level public relations job skills by employers. While the study reaffirms the relevance of traditional skills like written communication, it also highlights advancing skills in digital and social media. It further demonstrates a clear call for soft skills like organizational skills, leadership abilities and ability to work in teams.

1. Introduction

When it comes to determining the essential skills recent public relations undergraduates need for entry-level positions, we need to link public relations education and practice by providing students with the tools and skills necessary to succeed in the industry, particularly considering the relative nascence of the field (Kiesenbauer & Zerfass, 2015). The 2017 Commission on Public Relations Education (CPRE) report reinforces the link between student learning and the expectations of employers, stating that what students must know and be able to do when they graduate needs to match what employers expect of new hires. Additionally, previous studies focused on public relations have also concluded that academic programs should satisfy industry needs (Daugherty, 2011; Swart, 2014). In an evolving industry like public relations, the ability to analyze career demands and monitor skill requirements over time helps align education and the industry. In order to do so, it is important to have an up-to-date, relevant analysis of required entry-level skills that provides programs with the information necessary to scaffold learners with the most in-demand skills that will ideally lead to more students being better prepared for career entry after graduation.

Specifically looking at these in-demand skills, a 2019 National Association of Colleges and Employer's (NACE) Job Outlook study found that employers are looking for young professionals who can communicate both verbally and in writing, can be leaders and team players, have a strong work ethic and take initiative, and possess problem solving and analytical skills (Doyle, 2019a). Focusing on careers in public relations, several studies have indicated that while more traditional public relations skills in writing, research, and planning are essential for success in the industry, new technical skills are increasingly showing up in industry jobs and should become a requirement in public relations curricula (Barber et al., 2012; Commission on Public Relations Education Report, 2018; Doyle, 2019b; Jacobs, 2014; Jacques, 2015; Paskin, 2013; Sha, 2011). However, before students can embrace these new skills in technology, they must first establish a foundational understanding of traditional skills (Paskin, 2013). Maerowitz (2016) addressed critical skills required by public relations professionals and concluded that work habits and personal attributes, such as patience and honesty, outweigh skills developed through formal training. Similarly, the CPRE report (2018) also stated that several personal traits not always directly taught in the classroom were desirable – integrity, accountability, intellectual curiosity – as were interpersonal skills – adaptability, self-awareness, ability to collaborate.

While this information about the perceived importance of public relations skills is interesting, there are several ways that we can work to connect education and practice. One of which is to cross reference these aforementioned skills with the actually referenced skills in job postings in order to determine if public relations curricula currently align with industry expectations. For this reason, the current study looked at what specific job skills were listed in entry-level public relations job postings in 2017–2018 in order to determine the top skills required when young professionals apply for jobs. This information will be used to inform industries seeking to hire entry-level public relations employees about the overall top skills sought in the industry as well as guide the skills and abilities academic institutions should focus on when working with undergraduate public relations students.

2. Literature review

2.1. Industry/academic gap

Past studies indicate educators and practitioners have sometimes different, and sometimes overlapping opinions on the skills and knowledge areas required for students entering a career in public relations. A 1999 study conducted by Neff et al. found that educators and practitioners strongly agreed on the training, experience, and expertise outcomes necessary to begin a public relations career (e.g., behavioral skills, affective characteristics, theory, teamwork, presentation skills, and public relations writing), but there was a difference in desired outcomes. The outcome rated highest by practitioners was having a good attitude, while the outcome rated highest by educators was ability to write news releases. This result, along with others, suggested that educators found value in skills-based outcomes and practitioners found value in affective, attitudinal outcomes.

In 2009, Todd also analyzed educators’ and practitioners’ perceptions of public relations education. Professionals and educators generally ranked the same knowledge areas high (e.g., public relations ethics, public relations management, and new media technologies) and low (e.g., benefits of a graduate degree in PR, PR educators keeping up with industry trends, and the value of communication theories). However, professionals were more likely to value new media technologies and technical skills as well as internships, whereas educators were more likely to report valuing critical thinking, ethics, management skills, and theoretical foundations.

The 2017 CPRE report also determined that educators and practitioners often agreed on the essential knowledge areas, skills, and abilities that public relations graduates should possess. The study concluded that both educators and practitioners believed that upon graduation public relations students should have knowledge in ethics, diversity and inclusion, cultural perspectives, business acumen, social issues, and laws and regulations affecting public relations. They also agreed that skills including writing, research and analytics, media relations, social media management, research, the general ability to communicate, critical thinking, and problem solving were important. However, while there was agreement on these desired knowledge areas, skills and, abilities, there existed a clear gap between what practitioners and educators felt public relations graduates should possess and what they actually do possess. These areas included ethics, laws and regulations affecting public relations, writing, communication, research and analytics, editing, media relations, storytelling, public speaking, critical thinking, creative thinking, and problem solving. Additionally, there were differences between the number of knowledge areas that practitioners and educators assessed as desired. Practitioners ranked five knowledge areas as desired (ethics, diversity and inclusion, cultural perspective, social issues, and business acumen), whereas educators ranked nine as desired (ethics, cultural perspective, business acumen, diversity and inclusion, internal or employee communication, social issues, PR laws and regulations affecting PR, global perspectives, and PR theory). Nonetheless, overall, they agreed that skills and abilities were more important than specific knowledge areas, with the top five most desired knowledge areas, abilities, and skills being writing, research and analytics, problem solving, social media management, and critical thinking. The only difference being practitioners placed problem solving second after writing, while educators placed research and analytics second after writing.

A study among undergraduate public relations majors at nine universities found that students felt more strongly prepared in areas such as credibility, computer skills, ethics, and leadership skills; however, they reported feeling least prepared in areas such as revenue and expense profiles, new technologies, financial and budgeting skills, and crisis planning (Gower & Reber, 2006).

Additionally, a concerning report by Todd (2014) found that, in a survey among both PR supervisors and entry-level (Millennial) PR employees, the supervisors rated the employees’ job performance consistently and significantly poorer than the employees themselves.

Finally, practitioners have long lamented that, while writing skills are consistently listed as one of the top requirements for new PR professionals, public relations graduates do not always enter the field with sufficient writing skills (Auger & Cho, 2016; Commission on Public Relations Education Report, 2018; DiStaso, Stacks, & Botan, 2009; Todd, 2014).

Lastly, there is a discrepancy between what educators believe they are teaching and what practitioners believe they find in new hires (Commission on Public Relations Education Report, 2018; DiStaso et al., 2009; Neff, Walker, Smith, & Creedon, 1999; Todd, 2009). For example, according to the 2017 CPRE report, while educators and practitioners agreed that public relations graduates have social media management skills, educators tended to have a more optimistic view than practitioners on whether or not these graduates possessed the desired skills in other important areas, such as writing, communication, research and analytics, editing, media relations, public speaking, and strategic planning.

2.2. Public relations curricula

While educators and practitioners sometimes agree and sometimes do not agree on the skills and knowledge areas required for students entering a career in public relations, there are two important public relations frameworks by which many educators revolve their curricula – the Certification in Education for Public Relations (CEPR) and the CPRE standards. Both frameworks were created by a combination of practitioners and educators. The CEPR standards for undergraduate education state that a public relations curriculum should be grounded in liberal arts, communication and business disciplines. Additionally, courses specific to public relations should include principles, writing/content creation, research, campaigns/case studies, ethics (including global perspectives) and experiential learning (Certification in Education for Public Relations, 2020). These content area expectations were based on the CPRE’s “six course standard,” which includes introduction to public relations; public relations research, measurement and evaluation; public relations writing and production; supervised work experience (internship); and public relations law and ethics, planning and management, case studies or campaigns – which has since evolved to focus primarily on case studies and campaigns (Commission on Public Relations Education, 2019).

2.3. Job posting skills

Few studies have focused on comparing job listings with public relations undergraduate curricula. Auger and Cho (2016) looked at the most frequent skills identified by employers in their entry-level and advanced job listings using the Public Relations Society of America (PRSA) Job Center and concluded that writing, strategy and planning, verbal communication, media relations, and new/social media were the most requested skills. Entry-level positions were found to have different requirements (new media skills) than advanced positions (research and issue/crisis management skills). Additionally, upon comparing the most requested skills with public relations curricula, the study determined that the two were generally aligned, with a single gap in new media skills.

Brunner, Zarkin and Yates (2018) conducted another study looking at entry-level public relations job listings on the PRSA Job Center and concluded that both hard and soft skills are essential. Specifically, the ability to write well – whether for promotional materials, web content, social media, strategic plans, press releases or newsletters – was highlighted. Social media and project management skills were also frequently requested, as were soft skills, such as being collaborative, collegial, and organized.

The current study expands on the Auger and Cho (2016) and Brunner et al. (2018) studies by analyzing a greater sample of national job listings from a larger employment-related search engine, Indeed, than has been previously used for studies focused on reviewing public relations job listings. While the implications of this study create a repeatable method for continuous review of job listings, the current study initially sought to answer the following research questions:

RQ1

What skills are most frequently listed in entry-level public relations job posts?

RQ2

How do the public relations skills frequently listed in entry-level public relations job posts relate to job titles?

3. Method

This study began with a nationwide survey of hiring authorities solicited through communication groups on LinkedIn and emails to professional networks. Out of 128 respondents, 77.3 % indicated they had “directly contributed to (or approved) a job description for an entry-level public relations job in the past 12 months.” Qualifying participants then provided an open-ended answer to the prompt “What job title would you or your organization give to a position at the entry-level targeting recent graduates in a public relations job or function? - Feel free to list more than one title if applicable separated by a comma.” The responses were then analyzed to determine what job titles are used for entry-level public relations job ads.

Using the most common titles from the survey (PR Coordinator, PR Account Coordinator, PR Specialist, PR Account Executive, PR Associate, Communications Specialist, PR Assistant, Communications Coordinator, and PR Assistant Account Executive), a collection of 1000 job postings were curated from Indeed, one of the top job search websites (Thomas, 2017). A quantitative content analysis of these 1000 nationwide job postings was completed, coding for an extensive list of required skills: leadership skills, communication skills (e.g., written, verbal), graphic design skills (e.g., Adobe Creative Suite), industry-specific tools (e.g., Cision, PR Newswire), strategic thinking, creative thinking, administrative software (e.g., Microsoft Office), required education level, accounting, media relations, AP style, presentation skills, social/digital media, technology, blogging, web design and maintenance, research, and event planning.

Coding protocols for posts were developed, tested, and implemented for the coding process. Three coders were trained to establish intercoder reliability – each coder coded 10 % (n = 100) of the sample, and the three coders each coded an equal number of the remainder of the sample. The individual coefficients were all considered to be reliable, with the lowest Scott’s Pi (1955) coefficient at .87.

3.1. Statistical analyses

Descriptive analyses were carried out for all variables. Differences in job titles for the presence of specific skills were explored using logistic regression.

4. Results

4.1. What skills are most frequently listed in entry-level public relations job posts?

Of the 1000 job listings, 30.7 % (n = 307) were categorized as Communications Specialist, 21.5 % (n = 215) Public Relations Assistant, 14.6 % (n = 146) Public Relations Specialist, 11.2 % (n = 112) Public Relations Coordinator, 10.0 % (n = 100) Public Relations Account Executive, 5.5 % (n = 55) Public Relations Assistant Account Executive, 3.4 % (n = 34) Public Relations Associate, 1.8 % (n = 18) Communications Coordinator, and 1.3 % (n = 13) Public Relations Account Coordinator.

Of the total sample, 78.2 % mentioned communication skills, with the majority of those (88.9 %), specifying written communication skills. Specific educational requirements were mentioned in 64.5 % of the job listings; organizational skills were mentioned in 61.8 %; 43.9 % requested administrative software skills such as Microsoft Office and Google Drive; 35.3 % mentioned social/digital media skills; and 24.5 % listed graphic design skills (e.g., Adobe Creative Suite) (for complete results, see Table 1 ). A complete list of skills requested by job title can be found in Table 2 .

Table 1.

General Descriptives.

Variable	Category	Frequency
Accounting/budgeting		2.7 % (n = 27)
Administrative software	MS Office, Google Drive	43.9 % (n = 439)
AP Style		8.2 % (n = 82)
Blogging		3.2 % (n = 32)
Communication skills	General	78.2 % (n = 782)
	Written	88.9 % (n = 695)
	Verbal	54.6 % (n = 427)
	Interpersonal	29.4 % (n = 230)
	Editing	24.8 % (n = 194)
Creative thinking		10.8 % (n = 108)
Education		64.5 % (n = 645)
Event planning		5.8 % (n = 58)
Graphic design skills	General	24.5 % (n = 245)
	Adobe Creative Suite	75.1 % (n = 184)
	Other software	7.8 % (n = 19)
	Visual concepting	24.5 % (n = 60)
Industry-specific tools	General	14.7 % (n = 147)
	Salesforce	8.2 % (n = 12)
	Cision	25.9 % (n = 38)
	PR Newswire	5.4 % (n = 8)
	Other	81.6 % (n = 120)
Leadership		32.6 % (n = 326)
Media relations		21.6 % (n = 216)
Organizational skills		61.8 % (n = 618)
Presentation skills		10.2 % (n = 102)
Research capabilities		8.2 % (n = 82)
Social/digital media		35.3 % (n = 353)
Strategic thinking		18.4 % (n = 184)
Team player		33.3 % (n = 333)
Technology skills		4.1 % (n = 41)
Web design		5.4 % (n = 54)
Web maintenance		8.2 % (n = 82)

Table 2.

Study Descriptives by Job Title.

Skill	PR Coordinator	PR Account Coordinator	PR Specialist	PR Account Executive	PR Associate	Comm. Specialist	PR Assistant	Comm. Coordinator	PR Assistant Acct. Exec.
Leadership	39.3 % (n = 44)	30.8 % (n = 4)	39.7 % (n = 58)	33.0 % (n = 33)	38.2 % (n = 13)	30.3 % (n = 93)	26.5 % (n = 57)	44.4 % (n = 8)	29.1 % (n = 16)
Team player	35.7 % (n = 40)	46.2 % (n-6)	30.1 % (n = 44)	46.0 % (n = 46)	41.2 % (n = 14)	33.2 % (n = 102)	25.6 % (n = 55)	50.0 % (n = 9)	30.9 % (n = 17)
Communication skills	71.4 % (n = 80)	69.2 % (n = 9)	80.8 % (n = 118)	74.0 % (n = 74)	85.3 % (n = 29)	80.1 % (n = 246)	78.1 % (n = 168)	94.4 % (n = 17)	76.4 % (n = 42)
Writing	87.5 % (n = 70)	88.9 % (n = 8)	91.5 % (n = 108)	91.9 % (n = 68)	93.1 % (n = 27)	89.0 % (n = 219)	86.9 % (n = 146)	94.1 % (n = 16)	78.6 % (n = 33)
Verbal	57.5 % (n = 46)	66.7 % (n = 6)	56.8 % (n = 67)	50.0 % (n = 37)	65.5 % (n = 19)	49.6 % ( = 122)	55.4 % (n = 93)	58.8 % (n = 10)	66.7 % (n = 28)
Interpersonal	26.3 % (n = 21)	11.1 % (n = 1)	35.6 % (n = 42)	27.0 % (n = 20)	13.8 % (n = 4)	39.4 % (n = 97)	20.2 % (n = 34)	5.9 % (n = 1)	23.8 % (n = 10)
Editing	17.5 % (n = 14)	.0 % (n = 0)	24.6 % (n = 29)	27.0 % (n = 20)	17.2 % (n = 5)	36.6 % (n = 90)	15.5 % (n = 26)	29.4 % (n = 5)	11.9 % (n = 5)
Strategic thinking	23.2 % (n = 26)	23.1 % (n = 3)	28.1 % (n = 41)	21.0 % (n = 21)	14.7 % (n = 5)	19.2 % (n = 59)	8.8 % (n = 19)	22.2 % (n = 4)	10.9 % (n = 6)
Creative thinking	14.3 % (n = 16)	15.4 % (n = 2)	12.3 % (n = 18)	16.0 % (n = 16)	11.8 % (n = 4)	10.1 % (n = 31)	6.5 % (n = 14)	11.1 % (n = 2)	9.1 % (n = 5)
Org. skills	60.7 % (n = 68)	76.9 % (n = 10)	63.0 % (n = 92)	55.0 % (n = 55)	64.7 % (n = 22)	59.9 % (n = 184)	60.9 % (n = 131)	88.9 % (n = 16)	72.7 % (n = 40)
Admin. Software	41.1 % (n = 46)	23.1 % (n = 3)	36.3 % (n = 53)	24.0 % (n = 24)	55.9 % (n = 19)	52.8 % (n = 162)	45.1 % (n = 97)	66.7 % (n = 12)	41.8 % (n = 23)
Graphic design	19.6 % (n = 22)	15.4 % (n = 2)	21.9 % (n = 32)	5.0 % (n = 5)	17.6 % (n = 6)	38.1 % (n = 117)	23.7 % (n = 51)	44.4 % (n = 8)	3.6 % (n = 2)
Adobe CS	59.1 % (n = 13)	.0 % (n = 0)	75.0 % (n = 24)	40.0 % (n = 2)	66.7 % (n = 4)	72.6 % (n = 85)	92.2 % (n = 47)	87.5 % (n = 7)	.0 % (n = 0)
Other software	9.1 % (n = 2)	.0 % (n = 0)	6.3 % (n = 2)	.0 % (n = 0)	.0 % (n = 0)	8.5 % (n = 10)	9.8 % (n = 5)	.0 % (n = 0)	.0 % (n = 0)
Visual concepting	22.7 % (n = 5)	.0 % (n = 0)	50.0 % (n = 32)	20.0 % (n = 1)	33.3 % (n = 2)	26.5 % (n = 31)	3.9 % (n = 2)	12.5 % (n = 1)	.0 % (n = 0)
Education	48.2 % (n = 54)	61.5 % (n = 8)	68.5 % (n = 100)	61.0 % (n = 61)	88.2 % (n = 30)	82.1 % (n = 252)	47.0 % (n = 101)	55.6 % (n = 10)	58.2 % (n = 32)
Accounting	4.5 % (n = 5)	.0 % (n = 0)	2.1 % (n = 3)	10.0 % (n = 10)	.0 % (n = 0)	.7 % (n = 2)	2.8 % (n = 6)	.0 % (n = 0)	1.8 % (n = 1)
Media relations	35.7 % (n = 40)	.0 % (n = 0)	34.9 % (n = 51)	50.0 % (n = 50)	35.3 % (n = 12)	10.7 % (n = 33)	10.2 % (n = 22)	11.1 % (n = 2)	10.9 % (n = 6)
AP Style	11.6 % (n = 13)	.0 % (n = 0)	15.8 % (n = 23)	8.0 % (n = 8)	2.9 % (n = 1)	8.1 % (n = 25)	3.7 % (n = 8)	11.1 % (n = 2)	3.6 % (n = 2)
Presentation skills	8.0 % (n = 9)	.0 % (n = 0)	18.5 % (n = 27)	16.0 % (n = 16)	14.7 % (n = 5)	10.1 % (n = 31)	6.0 % (n = 13)	.0 % (n = 0)	1.8 % (n = 1)
Social media	28.6 % (n = 32)	23.1 % (n = 3)	39.7 % (n = 58)	38.0 % (n = 38)	52.9 % (n = 18)	39.1 % (n = 120)	32.1 % (n = 69)	38.9 % (n = 7)	14.5 % (n = 8)
Industry-specific tools	15.2 % (n = 17)	7.7 % (n = 1)	24.0 % (n = 35)	12.0 % (n = 12)	29.4 % (n = 10)	13.7 % (n = 42)	8.8 % (n = 19)	38.9 % (n = 7)	7.3 % (n = 4)
Salesforce	5.9 % (n = 1)	.0 % (n = 0)	8.6 % (n = 3)	8.3 % (n = 1)	30.0 % (n = 3)	4.8 % (n = 2)	5.3 % (n = 1)	14.3 % (n = 1)	.0 % (n = 0)
Cision	41.2 % (n = 7)	.0 % (n = 0)	31.4 % (n = 11)	41.7 % (n = 5)	60.0 % (n = 6)	2.4 % (n = 1)	15.8 % (n = 3)	14.3 % (n = 1)	75.0 % (n = 3)
PR Newswire	11.8 % (n = 2)	.0 % (n = 0)	5.7 % (n = 2)	8.3 % (n = 1)	20.0 % (n = 2)	2.4 % (n = 1)	.0 % (n = 0)	.0 % (n = 0)	.0 % (n = 0)
Other	76.5 % (n = 13)	.0 % (n = 0)	74.3 % (n = 26)	83.3 % (n = 10)	30.0 % (n = 3)	100 % (n = 42)	84.2 % (n = 16)	85.7 % (n = 6)	75.0 % (n = 3)
Technology skills	11.6 % (n = 13)	.0 % (n = 0)	2.7 % (n = 4)	.0 % (n = 0)	2.9 % (n = 1)	2.9 % (n = 9)	5.1 % (n = 11)	.0 % (n = 0)	5.5 % (n = 3)
Blogging	2.7 % (n = 3)	.0 % (n = 0)	62. % (n = 9)	4.0 % (n = 4)	5.9 % (n = 2)	3.3 % (n = 10)	1.4 % (n = 3)	5.6 % (n = 1)	.0 % (n = 0)
Web design	3.6 % (n = 4)	.0 % (n = 0)	6.8 % (n = 10)	2.0 % (n = 2)	5.9 % (n = 2)	7.2 % (n = 22)	4.7 % (n = 10)	16.7 % (n = 3)	1.8 % (n = 1)
Web maintenance	.9 % (n = 1)	.0 % (n = 0)	12.3 % (n = 18)	1.0 % (n = 1)	2.9 % (n = 1)	15.3 % (n = 47)	4.2 % (n = 9)	22.2 % (n = 4)	1.8 % (n = 1)
Research skills	9.8 % (n = 11)	7.7 % (n = 1)	10.3 % (n = 15)	8.0 % (n = 8)	11.8 % (n = 4)	7.2 % (n = 22)	7.4 % (n = 16)	16.7 % (n = 3)	3.6 % (n = 2)
Event planning	6.3 % (n = 7)	.0 % (n = 0)	5.5 % (n = 8)	6.0 % (n = 6)	8.8 % (n = 3)	4.6 % (n = 14)	8.4 % (n = 18)	.0 % (n = 0)	3.6 % (n = 2)

4.2. How do the public relations skills frequently listed in entry-level public relations job posts relate to job titles?

A series of logistic regressions were performed to determine the effect of PR-specific position job ads (PR Coordinator, PR Specialist, PR Account Executive, Communications Specialist, PR Assistant, or PR Assistant Account Executive) on the likelihood for that ad/position to call for job skills. Frequencies of less than 5 % in a subgroup were eliminated from these analyses.

Compared to PR Coordinator job ads, PR Assistant job ads had .558 lower odds to require leadership skills; .321 lower odds to require strategic thinking skills; .418 lower odds to require creative thinking skills; .205 lower odds to require media relations skills; and .411 lower odds to require technology skills (see Table 3 ).

Table 3.

Logistic Regression Results by Specific PR Position.

Variable	B	SE	Wald X2	p	OR	95 % CI
Leadership skills
PR Assistant	−.584	.248	5.567	.018	.558	.343, .906
Strategic thinking
PR Assistant	−1.137	.328	11.999	.001	.321	.168, .610
Creative thinking
PR Assistant	-.872	.386	5.098	.024	.418	.196, .891
Administrative software
PR Account Executive	−.792	.303	6.833	.009	.453	.250, .820
Communications Specialist	.472	.224	4.457	.035	1.603	1.034, 2.484
Graphic Design Skills
PR Account Executive	−1.536	.517	8.829	.003	.215	.078, .593
Communications Specialist	.924	.265	12.129	<.001	2.519	1.498, 4.237
Education
PR Specialist	.880	.261	11.406	.001	2.441	1.447, 4.017
Communications Specialist	1.594	.241	43.851	<.001	4.921	3.071, 7.887
Media Relations
PR Account Executive	.588	.281	4.379	.036	1.800	1.038, 3.121
Communications Specialist	−1.529	.270	32.088	<.001	.217	.128, .368
PR Assistant	−1.584	.299	28.021	<.001	.205	.114, .369
PR Assistant Account Executive	−1.512	.475	10.121	.001	.220	.087, .560
Presentation Skills
PR Specialist	.954	.408	5.477	.019	2.597	1.168, 5.774
Social/Digital Media
Communications Specialist	.473	.240	3.890	.049	1.604	1.003, 2.566
PR Assistant Account Executive	−.854	.436	3.842	.050	.426	.181, 1.000
Technology Skills
PR Assistant	−.890	.428	4.333	.037	.411	.178, .949

Compared to PR Coordinator job ads, PR Account Executive job ads were less likely to require administrative software skills and graphic design skills; but more likely to require media relations skills. Compared to PR Coordinator job ads, PR Assistant Account Executive job ads were less likely to require social/digital media skills and require media relations skills. Compared to PR Coordinator job ads, Communications Specialist ads were less likely to require media relations skills; while they were more likely to require administrative software skills, graphic design skills, a specific educational background/level, and require social/digital media skills. Compared to PR Coordinator job ads, PR Specialist job ads were more likely to require presentation skills and a specific educational background/level (see Table 3 for complete results).

5. Discussion and conclusion

This study reviewed entry-level public relations job postings to determine in-demand job skills. The information unearthed from this study can guide academic decision-makers and industry professionals to ensure alignment between the skills taught in a public relations curriculum and the expectations of the industry.

The most frequently requested skills in the sampled postings include written communication skills, organizational skills, administrative software skills, social/digital media skills, leadership abilities, ability to work in teams, and graphic design.

Being a good writer is essential, as emphasized in previous studies as well as the current one (Auger & Cho, 2016; Brunner et al., 2018; Jacques, 2012, 2015; Neff et al., 1999). While social media and other skills are requested by employers, the requirement for strong writing skills aligns with a conclusion from the 2017 CPRE report: Writing is fundamental, and it needs to be performed across multiple platforms that continue to grow.

In addition, knowledge of social media – channels, strategies, analytics – is a requirement now (Brunner et al., 2018; Commission on Public Relations Education Report, 2018; Todd, 2014). Social media should be a part of every curriculum as a stand-alone course or incorporated into various courses. We are living in an era of convergence, not divergence (Dutcher, 2015; Kelleher, 2018; Spurlin, 2017).

Soft skills, such as organizational skills, leadership abilities, and the ability to work in teams, were also frequently requested. Several previous studies have supported the demand for soft skills, both in college and after, to complement hard skills (Bancino & Zevalkink, 2007; Brunner et al., 2018; Jacques, 2012; Maerowitz, 2016) and it is important for educators to recognize that these soft skills need to be combined with the hard skills already being taught in the classroom (van Ruler, 2005). It should be noted that educators influence the development of these soft skills (Schulz, 2008); therefore, faculty should focus on incorporating student growth of these soft skills. Through a faculty-led approach, students gain exposure to these skills through problem-based learning assignments, oral presentations, group projects, and projects with community clients, as well as out-of-class experiences like study abroad and internships (Moody, 2019). Similarly, knowledge areas, such as diversity and inclusion, ethics, and social issues, were recognized as important in the 2017 CPRE report and should also be incorporated into the classroom. In today’s society – in a world of COVID-19 and of increasing calls for social justice – we need to think beyond skills and assure that public relations students are prepared to lead in these areas.

In addition, certain PR-specific job ads were more likely to call for a series of specific discipline-related skills. For example, PR Assistant and PR Assistant Account Executive job listings require fewer specific skills than PR Coordinator job listings; while PR Account Executive job listings are more likely to require management and media relations skills. This is likely due to the responsibilities of the jobs, and points to the difference between types of industries. Further, Communications Specialist ads were more likely to require design skills than PR Coordinator. As mentioned by Brunner et al. (2018), this may be related to the type of public relations setting:

Those students aiming for agencies and larger corporations will likely work with graphic and web designers. However, students interested in smaller nonprofits and independent consultancies will likely need to rely on themselves for basic design tasks such as brochures, posters, and simple websites. (p. 18)

Therefore, the knowledge of design principles may be more important than hard skills in design.

Lastly, as Brunner et al. (2018) also found, while the type of degree may not be important, having a degree in a related field is still a necessity.

As concluded in the 2017 CPRE report:

There’s no one-size-fits-all list of knowledge, abilities, and skills that is applicable for every job in every public relations setting. This is today’s reality for students aspiring to a career in public relations, those who seek to educate and prepare them, and those who want to hire them. (p. 25)

However, it is the responsibility of educators and professionals to continually align classroom and industry expectations. Educators and professionals need to work together to make this happen. They can do this by having continuous dialogue about the industry’s needs and “the best ways to prepare students in and out of the classroom to be ready to meet those needs” (Commission on Public Relations Education Report, 2018, p. 157). Beyond dialogue, the two groups should also work together to create student and faculty internship programs, strong advisory boards, important classroom presentations, stronger alumni involvement, ongoing partnerships, and continuous professional organization support.

Additionally, an important thing to note is that while there is a long list of desired characteristics, knowledge areas, and skills that were pulled from these job posts, and educators can’t be expected or required to incorporate everything, there are several that are emphasized repeatedly and considered to be core knowledge and competencies that should be integrated into public relations curricula as best as possible. As mentioned earlier, there are two public relations frameworks created by a combination of practitioners and educators that state specific courses/content areas that should be included in a public relations curriculum (principles, writing, research, law and ethics, and campaigns/case studies, and experiential learning (Certification in Education for Public Relations, 2020; Commission on Public Relations Education, 2019). These core courses should be supplemented with other core knowledge areas and competencies uncovered in this study, such as social/digital media skills, verbal communication skills, administrative software skills, ability to work in teams, and graphic design. It is also important to keep in mind that some of these things may not be directly taught in the classroom because of difficulty “teaching” them, such as organizational skills and other soft skills, or simply lack of time to incorporate everything that is desired, but they can be affected by various course assignments and experiences. Additionally, some of these things will be learned over time which is something that industry and hiring professionals need to keep in mind.

The modern definition of public relations adopted by the Public Relations Society of America (PRSA) is “a strategic communication process that builds mutually beneficial relationships between organizations and their publics” (Public Relations Society of America, 2020). Strategic communication is focused on engaging in purposeful communication to fulfill an organization’s mission with an emphasis on strategy versus on specific tactics (Hallahan, Holtzhausen, van Ruler, Vercic, & Sriramesh, 2007). This innately encourages the merging of public relations, marketing, and advertising (Deuel, 2018). As stated by Hallahan et al. (2007), it includes audience analysis, goal setting, and message strategy. This definition of public relations that has a strong focus on strategic communication interestingly aligns with some of the frequently requested skills in the sampled postings for this study. For example, the study found that, beyond written communication skills, social/digital media skills, ability to work in teams, leadership skills, organizational skills, and graphic design skills are important. All of which are skills needed to strategically communicate. On the other hand, however, there are several skills needed to strategically communicate that were not as frequently requested, such as strategic thinking, creative thinking, and research skills.

This study is designed to help narrow the gap between education and industry; however, future research should be conducted to evaluate the requirement of hard and soft skills in entry-level jobs. There are opportunities to repurpose this study for a longitudinal analysis of skills over time. Specifically, it would be interesting to look at whether skills needed to strategically communicate are more frequently requested. Additional qualitative research, either in-depth interviews or focus groups, with educators and hiring professionals could add a deeper understanding of how public relations curricula can be strengthened. Beyond focusing on educator and professional perspectives, there is little known about the student/entry-level practitioner perspective beyond the IPR PRSSA Report which gets close to this question by asking about continuing professional development. Qualitative interviews with recent students in entry-level roles would explore preparedness in the required skills of curricula set against the demands of the industry. Finally, this study did not code for specific geographic areas; this is a limitation future studies should address.

Declaration of Competing Interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.