Beyond Mainstream Paradigms: The Epistemological Gap in Turkish Public Relations Postgraduate Research

Abstract

PurposeThis study aims to examine the extent to which graduate theses in the field of public relations in Türkiye engage with critical thinking and theory. By analyzing 664 master's and doctoral theses completed between 1984 and 2024, the research assesses the dominance of mainstream paradigms and the presence - or absence - of critical approaches. Highlighting the lack of epistemological diversity in postgraduate education, the study critiques the overemphasis on technical skills and the marginalization of ethics, social responsibility and critical reflection. Ultimately, it advocates for integrating critical theories into curricula to foster a more democratic and transformative public relations education.Design/methodology/approachThis study adopts a descriptive and exploratory qualitative design. It analyzes 664 public relations theses - 511 master's and 153 doctoral - completed in Türkiye between 1984 and 2024 using content analysis. Coding followed Ferguson's (1984; 2018) tripartite framework (introspective, practice and/or application and theory development) and incorporated subcategories from Sallot et al. (2003). Abstracts were the main data source; full texts were examined when theoretical grounding was insufficient. Six critical frameworks guided the identification of critical perspectives: (1) power relations and hegemony, (2) socio-political conditioning, (3) discursive legitimation, (4) methodological strategies, (5) public interest and realism and (6) critical cultural praxis.FindingsThe study reveals that 98% of public relations theses in Türkiye (1984-2024) are based on mainstream theories, with only 13 of 664 theses (1.96%) - eight master's and five doctoral - engaging with critical perspectives. Although greater critical depth is expected at the doctoral level, most critical theses were at the master's level. The majority of research emphasizes technical applications and managerial solutions, while critical dimensions - such as socio-political context, ethics, gender and power - are largely neglected. This suggests a structural marginalization of critical thinking in both academic production and pedagogical practices within public relations education in Türkiye.Originality/valueThis study represents the first comprehensive critical analysis of graduate theses in public relations education in Türkiye. It not only maps the numerical distribution of theses but also uncovers their theoretical orientations, pedagogical trends and epistemological gaps. By demonstrating the near absence of critical theories, the research highlights the urgent need for structural transformation in the field. It offers a strong rationale for developing pedagogical models centered on critical thinking and serves as a valuable reference for scholars, educators and curriculum developers aiming to reform public relations education toward more democratic and reflective practices.