An analysis of public relations reading and writing support practices in contributing to student success at the DUT

Abstract

South African higher education is marked by profound disparities in students’ prior schooling experiences, languages of instruction, and levels of academic preparedness and many entrants to universities arrive with uneven mastery of the reading and writing conventions expected in higher education. This study explored the influence of a university-based Writing Centre on the development of academic literacies, specifically reading and writing, among first-year Public Relations (PR) students. Recognising the uneven educational backgrounds from which many first year students come from, and the discipline-specific demands for clear, strategic communication, this research examined how targeted writing support can bridge gaps in preparedness and foster both academic success while at university and professional competence when students enter industry. Grounded in the Academic Literacies Model, situated within the broader New Literacy Studies (NLS) paradigm, which conceptualises literacy as a socially situated practice, this research examined how writing centre interventions mediate access to the ‘hidden curriculum’ of public relations discourse (Lea & Street 1998; Lillis & Scott 2007). Employing an interpretative, qualitative case‐study design, data was collected through semi-structured interviews with public relations lecturers and writing centre staff, and focus-group discussions with first-year public relations students from a selected University of Technology (UoT) in Durban, KwaZulu-Natal, South Africa. This research analysed students’ perceptions and experiences of reading and writing at the writing centre; and lecturers’ and writing centre practitioners’ views on the impact of collaborative practice. Thematic analysis highlighted key themes underscoring the value of integrated, discipline-responsive literacy initiatives in improving critical reading and writing strategies and strengthening professional writing competencies. Findings revealed that writing centres not only operate as collaborative spaces that enhance students’ ability to compose reports, strategic proposals and case analyses with clarity and confidence, but also cultivate critical thinking essential for evaluating real-world public relations scenarios and develop the critical agency to transfer literacy practices into academic and industry contexts. This study demonstrated how Academic Literacies praxis in writing centres can contribute to redressing educational inequities and enhance both academic performance and professional readiness for public relations graduates. Recommendations include deepening collaboration with public relations lecturers to embed writing centre workshops directly into core modules such as campaign planning and media relations, ensuring sustained and contextualised engagement rather than one-off sessions. Other recommendations include providing specialised training for writing centre tutors to expose tutors to public relations genres and to create collaborative communities of practice where writing centre staff, public relations academics and students can share emerging genre trends and pedagogical approaches. These initiatives can create empowering learning environments that not only address gaps but actively enhance both the academic success and professional readiness of public relations graduates, ultimately contributing to more equitable, practice-informed higher education.