@inproceedings{UmanskyterHalle2018, author = {Dimitrij Umansky and Igor ter Halle}, title = {Using communities of practice theory to teach Public Relations in higher education: a case study of an international undergraduate course}, url = {https://nbn-resolving.org/urn:nbn:de:bsz:959-opus-13041}, pages = {1 -- 15}, year = {2018}, abstract = {This paper introduces and empirically illustrates a pedagogical approach to teaching Public Relations (PR) in higher education. The approach is based on the Communities of Practice theory (Wenger, 1998). Based on this theory and for the purposes of this paper, learning is perceived as (1) a participation in a practice of (2) a social community and (3) the understanding of this practice. The pedagogical approach to teaching PR entails the facilitation of these three elements. The approach is illustrated through a case study. The authors conducted an international undergraduate course to teach students how to conduct a social media campaign to raise engagement for social issues. Twenty students from Netherlands and Germany enrolled. The paper offers an integrated understanding of theory and practice (see Wenger, 1998, p. 48). It contrasts many current approaches in PR education, which tend to differentiate between PR theory and practice. PR educators are encouraged to facilitate an equal negotiation between theory and practice and to enable students to match whatever is theorised with practice and whatever is practiced with theory.}, language = {en} }