This study examines how ethics is incorporated into the curriculum and pedagogy of public
relations, comparing Western European and U.S. educators. There is a wide divide in their views
of ethics pedagogy: U.S. professors take the approach of professional ethics, while European
professors focus on moral judgment or autonomy and the need to educate communication
practitioners to become ethical agents in the philosophical sense. Although U.S. public relations
educators are connected to the industry and appear to want the industry thrive, European educators
see themselves as autonomous critics of public relations ethics and exhibit an intellectual distance
from industry. Interviews were semi-structured and were conducted with a purposive sample of
European (n=20) professors and U.S. (n=32) professors. Comparing participants suggests that
European educators have an advantage in preparing students to face ethical dilemmas. Compliance
with industry standards limits U.S. educators’ ability to meet challenges of globalization and
contemporary business, according to participants. Moral philosophers argue that autonomy is
necessary in order to provide a rational, unbiased analysis of ethical dilemmas. Therefore, we
conclude that an ideological divide exists in public relations education along international
boundaries, related to advocacy for public relations and professionalism versus autonomy and
critical reflection of the role of public relations in responsible business and in an ethical society