Book Review by Teddi A. Joyce, Journal of Public Relations Education, Vol. 3, Issue 2, 133-135 Book Title: Real World Career Preparation: A Guide to Creating a University Student-Run Communications Agency By: Douglas J. Swanson (2017)

1. Author: Douglas J. Swanson
ISBN: 9781433137495
DOI: http://dx.doi.org/10.3726/978-1-4539-1681-0
Peter Lang, 2017
298 pp.
$52.95 (Amazon)
A 2015 study conducted for the American Associ-
ation of Colleges & Universities, noted that 60 percent of
employers surveyed think all college students should com-
plete a significant applied learning project before gradua-
tion. Whether it is called “project based”, “active”, or
“experiential learning”, popular press, students, and to-
day’s employers value applied learning. Exploring authentic problems in real situations
enriches students’ academic experiences and engagement while allowing them to
demonstrate readiness for the workplace. Real World Career Preparation: A Guide to
Creating a University Student-Run Communication Agency presents an inside look at
how to operate a significant hands-on learning experience. The book offers faculty and
department chairs ideas about structuring an environment where students work collec-
tively building what can be described as a communication business.
Format
Swanson proposes that a student-run agency offers pedagogical, curricular, and
resource advantages for a program. The text draws on his personal experience creating a
student-run agency. Divided into three sections, the book’s format includes real case
studies. Available at the end of each chapter, these Agency Spotlights make it easy for
those developing student-run agencies to see how the text applies to these real-world
cases.
Point of View
Upfront, Swanson emphasizes the focus is a student-run agency (learning and
workplace preparation), not on a student-staffed agency (defined by revenue generation
and recognition). This critical distinction (p. 6) situates his approach to academic and
career advising as part of holistic education and comes through in the text and in the bit-
too-numerous Spotlights of his own campus’ agency. However, Swanson’s “how-to”
approach provides readers with a solid guide linking the curriculum to career prepara-
tion.
Journal of Public Relations Education
Volume 3 (2), 2017, 133-135
Review of:
Real World Career Preparation: A Guide to Creating a
University Student-Run Communications Agency
Reviewed by Teddi A. Joyce, University of South Dakota

2. Volume 3 (2), 2017 Journal of Public Relations Education 134
Structure
Section I (Chapters 1-8) frames the student-run agency as a place for students
to develop skills for the workplace. Swanson draws on Kuh’s 2008 criteria of High-
Impact Practice (HIP) proposing how an agency creates a learning environment of in-
creased engagement and success (p. 8). Throughout Section I, Swanson works to build a
case for a student agency by linking it to curriculum (Chapter 2); discussing facilities
(Chapter 3) and student engagement (Chapter 4); mentoring and working with graduate
students (Chapters 5 and 6); and assessment and accreditation (Chapters 7 and 8).
While campus realities differ, these topics are familiar to most faculty, and it
would be easy to bypass the first section. Yet, the Agency Spotlights and some specific
examples make reading the first section worth the investment. For example, Chapter 5
(p. 77) outlines the practical procedures for dismissing a student with a concise over-
view of how to create and structure a performance plan. In addition, Swanson’s discus-
sion on the assessment of student learning outcomes is valuable as every chair and de-
partment grapples with assessment. The Agency Spotlights presented after Chapters 7
and 8 (pp. 105-112 and pp. 125-129) offer helpful insights into data collection, learning
goals, and the power of national recognition. How an agency adds to the curriculum will
depend on each campus’ situation, yet these examples are helpful tools to maximize a
reader’s understanding of the complexities—whether curricular or co-curricular—that
often accompany creating a new program.
Chapters 9-14 (Section II) address many questions about how to build a student
-run agency as a business. Creating a business within an academic environment may be
uncharted territory, and several chapters in this section detail the concepts discussed in
Section I. For example, Chapter 9 (Establishing a Business within the Academic Envi-
ronment) provides a detailed list of questions to help faculty drive strategic planning
discussions linked to the curriculum discussion (also addressed in Chapter 2). Chapter
10 (Dissent within the Ranks) discusses how programmatic change can create opposi-
tion. Again, Swanson pulls forward concepts addressed in Section I and his own experi-
ences to provide commentary on how to address criticism. Chapter 11 (Establishing a
Firm Foundation) discusses resources, space, supplies and equipment (see Chapter 3).
Swanson’s list is comprehensive, and he even notes that the space and equipment rec-
ommended are basic to ensure the program’s success. However, given the varied nature
of campuses and available resources for program start-up, prioritizing the list could
have benefited programs with limited initial funding.
Section II is rounded out with chapters on billing (Chapter 12), recruiting and
retaining clients (Chapter 13) and promoting the agency (Chapter 14). Chapter 13 pre-
sents a sample client services agreement (pp. 197-199) key to client recruitment and
retention, while the Agency Spotlight at the conclusion of Chapter 14 (pp. 220-222)
reinforces the value of branding and promotion for the actual agency.
The final section (Chapters 15-17) offers thoughts on a student-run agency co-
existing with professional agencies in the area (Chapter 15), working with local non-
profits (Chapter 16), and creating a diverse, inclusive approach for recruiting clients
(Chapter 17). Of significant help to anyone balancing organization and accreditation
issues and town/gown relationship building are the Agency Spotlights at the end of
Chapter 15. Campuses may collect good ideas from the spotlights in Working with an
Advisory Board of Alumni and Bridging the Gap in a Small Town for working with their
unique circumstances.

3. Review by Joyce 135
Swanson also shares a directory of student-run communication agencies. The
2016 list, gleaned from a professional online directory and institutional websites, pre-
sents the university, the agency’s focus, name (if used) and URL. For those considering
the development of a student-run agency, the directory, albeit a bit dated, complements
the Spotlights and Swanson’s advice.
Conclusion
Wherever an institution is creating professional activities to equip students for
the workplace, Real World Career Preparation: A Guide to Creating a University Stu-
dent-Run Communication Agency can help move the conversation. Whether the discus-
sion is investing an applied learning environment or how the agency experience can
demonstrate learning for accreditation, the easy-to-read style offers an entry into that
conversation. Using Agency Spotlights, faculty can develop a deeper understanding of
how to shape conversations about operational and curricular issues central to this type
of student learning opportunity to better prepare the next generation of communication
professionals.