The Experiential Bridge: Exploring Students’ Reflections On Service-Learning In Public Relations Education In Ghana

Abstract

This study explored the lived experiences of public relations students participating in a service-learning course at a public university in Ghana. Employing Interpretative Phenomenological Analysis (IPA), the research examined how experiential engagement and reflective practices shaped students’ perceptions, learning integration, and readiness for professional practice. Anchored in Kolb’s Experiential Learning Theory (ELT) and Mezirow’s Transformative Learning Theory (TLT), the study found that students initially viewed the course as a routine academic requirement. However, engagement in real-world projects enhanced active participation, responsibility, and application of theoretical knowledge to practical challenges. Findings revealed that service-learning significantly contributed to bridging the gap between classroom learning and workplace expectations by developing students’ skills in campaign planning, audience targeting, message development, and client engagement. Participants reported benefits including personal growth, professional competence, academic enrichment, and improved career readiness, despite challenges such as time constraints and uneven group collaboration. The study concludes that service-learning acts as an experiential bridge between theory and professional practice, equipping public relations students with reflective, transformative, and market-relevant skills essential for meeting employer expectations in Ghana’s dynamic communication industry.