The Role of Public Relations in the Employability and Entrepreneurship Services of Andalusian Public Universities

Abstract

In higher education, the employability and entrepreneurship services play an essential role in the labor market insertion of graduates. The management of public relations promotes institutional projection, the creation of networks with companies, and the dissemination of initiatives to strengthen professional skills. This research analyzes how the communication strategies of Andalusian public universities improve employability and encourage entrepreneurship. A methodological triangulation is used: literature review, analysis of social networks with Fanpage Karma, and study of corporate websites. The results show a focus on counseling, training, workshops, job fairs, and networking events, strengthening the brand of universities and their commitment to the professional development of students.

1. Introduction

In a global context of digital transformation and increasing labor competitiveness, universities must train students with skills for employability and entrepreneurship. According to Gómez Sánchez and Rumbo Arcas (2022), universities face challenges that require constant adaptation. Its role in the knowledge economy is crucial, as resource efficiency and applied research influence its recognition and funding. This has driven a business-oriented university model, where rankings and competition determine resources and enrolment. For Boden and Neveda (2010), the university discourse on employability focuses on training professionals who respond to the demands of the market and the knowledge economy.

In the case of Spain, the proportion of workers with higher education has increased notably in the last decade, Pérez and Aldás (2024). The labor market insertion of young university graduates improved by 58% and their unemployment rate fell from 29.2% to 12.5% (Figure 1). In 2023, 47% of the employed had university or higher education, reaching 56% among young people between 22 and 29 years of age. In 2010, these percentages were 37% and 39%, respectively, reflecting a quite remarkable transformation in the qualification of the Spanish workforce (Figure 2).

In 2023, Andalusian public universities contributed almost 3% to regional GDP, the highest rate in the country (Pérez & Aldás, 2024), with Seville and Granada as benchmarks, Junta de Andalucía (2023). According to the AIReF (AIReF, 2020), the Andalusian Public University System (SUPA), with ten universities in the eight provinces, stands out for its diverse educational offer. These institutions promote employability and entrepreneurship through mentoring and incubators, as pointed out by the rector of the University of Malaga, in 2023 (Narváez, 2023). In this context, the management of public relations by the employability and entrepreneurship services is key to strengthening the university–business relationship and promoting job placement.

Among PR management strategies, the use of social networks as key channels to connect with students and the business environment stands out. Their advancement has transformed the profession, its teaching and research, making them even more essential and opening new communication opportunities (Almansa-Martinez & Ruiz-Mora, 2020).

The general objective of this study is to analyze the impact of public relations strategies on the employability and entrepreneurship services of Andalusian public universities and how they contribute to the professional development and entrepreneurship of students.

To this end, this study poses the following research questions:

• How do the public relations strategies implemented by the employability and entrepreneurship services of Andalusian public universities have an impact on the labor market insertion of students?
• What are the public relations strategies most used by university services to connect students with the labor market and encourage entrepreneurship?
• How does the management of social networks and digital presence influence the visibility of employment and entrepreneurship opportunities for students?

2. Theoretical Framework

2.1. Public Relations in Andalusian Public Universities

Universities can be epicenters of dialogue and creation to promote entrepreneurship. According to several authors (Castillo-Esparcia et al., 2020; Maldonado Castro et al., 2023), public relations involves strategic communication and connection with multiple audiences.

In today’s university education, public relations has moved from a traditional role to being a strategic pillar in the training of communication professionals (Zeler & Bridgen, 2025). As a discipline that manages internal and external communication, it is key to preparing students for the labor market (Ki et al., 2019; Macnamara, 2016). Therefore, understanding its integration in the university setting is essential to exercise its discursive practices (Zeler & Bridgen, 2025).

In the last four decades, the evolution and teaching of public relations have been the subject of debate in the social sciences (Ki et al., 2019). Its role in organizational planning is highlighted, although the postmodern view proposes a broader and more holistic conception of the field (Holtzhausen, 2000; Zeler & Bridgen, 2025).

As key actors, universities should prepare students for the world of work (Kisiołek et al., 2020). However, their commoditization has put pressure on the supply of degrees (Alves & Tomlinson, 2021; Williamson et al., 2020). Additionally, the increase in diverse students and their view as consumers by universities has complicated program choice and promotion (Knight, 2019).

Consequently, universities spend most of their time recruiting students, competing for scholarships, and promoting research that attracts sponsors. This shift has reduced the focus on their traditional mission of disseminating knowledge, fostering human development, and creating knowledge (Askehave, 2007).

In this scenario of transformation, universities have intensified their public relations efforts to project a favorable image and achieve their strategic objectives (Vissers et al., 2024). The communication of educational offerings is carried out through printed and digital promotional materials detailing programs, requirements, facilities, job opportunities, and alumni testimonials (Zeler & Bridgen, 2025). These messages present a value proposition, highlighting the student experience, institutional credibility, and academic programs (Askehave, 2007; Zeler & Bridgen, 2025; Bisani & Jagannathan, 2022; Mogaji & Yoon, 2019).

In the Andalusian context, the public universities of Almeria, Cadiz, Cordoba, Granada, Huelva, Jaen, Malaga, Seville, and Pablo de Olavide (in Seville) have evolved in their communication services, accumulating functions at the service of their institutions (Marín Ruiz et al., 2014). Identity, communication, and strategic relationship management are crucial to building a solid reputation (Rivero Hernández, 2017).

2.2. Strategies Employed in Andalusian University Services for Employability and Entrepreneurship

Since their origins in the Middle Ages, universities have demonstrated adaptability to social and economic changes (Pellicer Jordá, 2024). Today, Andalusian universities must consolidate themselves as promoters of employability and entrepreneurship, adjusting their public relations strategies to the current demands of the market and society.

The expansion of higher education has redefined the labor market, making employability, skills, knowledge, and attributes that facilitate professional insertion and success (Abrantes et al., 2022) key indicators of university value. Thus, universities must develop innovative public relations strategies that connect students with the market and promote entrepreneurship with social impact.

In addition, the transition towards a model of Education by Competencies, driven by European educational reforms since the 1990s, has prioritized the development of practical skills over mere theoretical transmission (Vázquez-Cano et al., 2020; Williams, 2011). This change requires universities to redefine their PR strategies, highlighting the actual application of knowledge by their students.

On the other hand, digitalization and globalization have redefined the labor market, demanding digital skills, adaptability, and a global vision (Gonçalves et al., 2020). In this sense, universities should take advantage of digital tools and social networks not only as communication channels, but also as platforms for the creation of online communication, networking, and dissemination of employment and entrepreneurship opportunities.

Likewise, employability goes beyond getting a job and involves competencies that ensure long-term professional success (Singh & Singh, 2017). Therefore, universities should promote these skills through PR strategies, innovative training, workshops, and networking with professionals and companies.

Similarly, academic entrepreneurship has been consolidated as a key policy for transferring knowledge and promoting innovation (Arboledas-Lérida & Vázquez-Liñán, 2024). However, a critical approach to the commoditization of research and its effects is needed, encouraging debate on the role of universities in the creation of companies and technology transfer (Geng, 2022). In addition, inter-university cooperation is key to expanding employment and entrepreneurship opportunities (Pisarska, 2019). Strategic alliances make it possible to share resources, boost innovation, and facilitate exchanges, joint research, and networking.

On the other hand, alumni relations are key to connecting students with the labor market. Alumni networks facilitate the exchange of information, create employment opportunities, and encourage entrepreneurship, strengthening the sense of belonging to the university (Geng, 2022). Entrepreneurship education has been consolidated at the university level, focusing on the development of skills to create businesses (Cervantes Muñoz et al., 2024). Universities play a key role in training entrepreneurs through innovative programs, incubators, and networking events with investors and mentors.

In addition, universities are considered catalysts of economic and social development, acting as incubators of new ideas and technologies (Pereira et al., 2023). The transition towards entrepreneurial universities implies organizational and strategic changes to create innovative environments, promoting collaboration with companies and institutions. Through the “Triple Helix” model, innovation and knowledge transfer are encouraged, generating employment and entrepreneurship opportunities for students and supporting regional development (Pereira et al., 2023).

Communication strategies not only seek to disseminate information but also to strengthen the relationship with audiences, expanding the reach and influence of organizations (Castillo-Esparcia et al., 2017). Through planned campaigns, they share their ideas from different perspectives and ensure that messages reach different audiences through multiple channels.

Moreno et al. (2023) emphasize that strategic management is based on constant adaptation and continuous learning. Organizations improve their performance by observing and evaluating their operations, which enables them to achieve excellence and differentiate themselves from the competition. Organizational success depends not only on experience but also on interaction with its environment and stakeholders. Reflecting on achievements and mistakes is key to sustainable growth. According to Castillo-Esparcia et al. (2017) and Moreno et al. (2023), communication plays an essential role in enabling organizations to interact, redefine their identity, and facilitate organizational learning.

Even so, communication fulfills three main roles, according to Moreno et al. (2023): operational (publications, events), managerial (brand strategies, campaigns), and as a generator of trust and intangible values. To be effective, it must be aligned with organizational goals, use strategic data, and be a central element in decision making.

2.3. Digital Strategies and Social Networks

The use of 2.0 tools, such as websites, podcasts, and social networks, has been consolidated as a key strategy in university communication, facilitating an interactive dialogue with audiences and creating community (Bustos Salinas, 2013).

The digital transformation of the 21st century has changed the interaction of universities with their audiences, giving online presence a competitive advantage (Maresova et al., 2020). In particular, Web 2.0, by facilitating asynchronous communication and the creation of online communities (Alonso García & Alonso García, 2014), has boosted active and collaborative learning.

The accessibility of institutional websites, according to the international standards established by the World Wide Web Consortium (W3C) (Segura-Mariño et al., 2020; Fernández-Díaz et al., 2023). These portals function as public relations tools, facilitating the dissemination of communications and crisis management (Castillo, 2010) and fostering a more complete interaction with audiences.

Along the same lines, Carrillo Durán and Castillo Díaz (2014) state that the weak brand of many Spanish universities is due to a lack of attention to intangible assets such as image, culture, and reputation, which are key to differentiating themselves and strengthening their positioning. Casado Molina and Cuadrado Méndez (2014) argue that a good image protects in times of crisis. University websites are essential for managing the brand, since they can handle a large volume of information, require little investment, and are usually the first contact with the public (Carrillo Durán & Castillo Díaz, 2014).

University websites play a key role in promoting academic and non-academic functions, boosting international collaboration, research, and the visibility of teaching and scientific activities (Montero Esteva et al., 2021). The structure and design of these websites are key to their effectiveness, highlighting four key dimensions: content, design, accessibility, and usability (Montero Esteva et al., 2021). They are essential tools for institutional projection and the creation of a dynamic entrepreneurial ecosystem, facilitating interaction with audiences and promoting innovation in the academic community.

On the other hand, the massive adoption of social networks, with billions of users globally (Maresova et al., 2020), has transformed university communication (Jiang et al., 2025). Platforms such as Facebook, LinkedIn, Twitter, and Instagram (Alonso García & Alonso García, 2014; Maresova et al., 2020) allow universities to disseminate information at low cost and customize content for diverse audiences.

However, the effectiveness of social networking strategies varies among universities. Many lack a solid and specific strategy, which generates a confusing image and negative results (Maresova et al., 2020). It is crucial that they develop “network orchestration” strategies (Jiang et al., 2025, p. 2), managing interactions between students, faculty, alumni, and other audiences to project a coherent and attractive brand image.

In this sense, social media management involves strategies such as content marketing, social listening, and audience interaction (Jiang et al., 2025). Content marketing enables the sharing of information on employment and entrepreneurship, social listening helps identify students’ needs, and active interaction strengthens relationships and fosters online communities.

According to Saavedra and Capriotti (2024), engagement in social networks is measured by reactions, comments, and shares. Reactions show basic support; comments encourage direct communication and shares increased visibility and strengthen the brand. Social networks, due to their bidirectionality, ability to share information, and flexibility, are a key channel for companies (Durango, 2014).

The influence of social networks on the work performance of faculty, which is key for university management, has been the subject of study (Ndung’u et al., 2023). Their use has been shown to improve performance, facilitate information exchange, and strengthen social capital. Universities can develop policies that encourage their strategic use to optimize performance in teaching, research, and service (Ndung’u et al., 2023).

In the specific context of promoting employment and entrepreneurship opportunities, social networks are key to increasing visibility among students. Disseminating offers, events, testimonials, and resources on platforms such as LinkedIn, X, and Instagram allows reaching diverse audiences. Digital presence reflects institutional recognition (Montero Esteva et al., 2021), and university websites are fundamental to building an entrepreneurial ecosystem. Given the diversity of audiences, each university must define its audience map and adapt its communication (Montero Esteva et al., 2021).

On the other hand, excellent organizations are more responsive to the environment, which gives them a competitive advantage. This openness is key for companies as well as for public and private entities. To stay relevant, they must constantly reinvent themselves and use technology, media, and social networks to connect with their audiences (Montero Esteva et al., 2021).

Web 2.0 and social networks have transformed institutional communication (Arango-Forero, 2013). Platforms such as Facebook, X, Instagram, and LinkedIn allow universities to disseminate entrepreneurship, employability, and student achievement programs, in addition to fostering dialogue and virtual communities that promote new collaborations.

Being present on digital platforms such as social networks, blogs, and websites is key in the knowledge society, as it amplifies messages and reach to audiences outside traditional media (Castillo-Esparcia et al., 2020). According to Ausón and Carvajal (2018), new technologies allow close and personalized communication, facilitating collaboration and learning networks. For all these reasons, Andalusian public universities can use social networks and digital platforms to link students with employment, entrepreneurship, and mentoring. In addition, public relations help to manage reputation, attract investors, and secure strategic partners.

3. Materials and Methods

After the systematic review of the existing scientific literature related to this study, a mixed methodology was used. Firstly, through non-participant observation of the websites of Andalusian public universities (Montero Esteva et al., 2021) and, secondly, thanks to the quantitative analysis of social networks carried out with the Fanpage Karma tool (Rando-Cueto et al., 2024). With this platform, the Facebook, Instagram, and X accounts of the educational institutions are studied.

The analysis of corporate websites (

Table 1. Websites of the employability and entrepreneurship services of the nine Andalusian public universities.

Date of Search	Link to Employability and Entrepreneurship Services
University of Malaga (UMA)	https://talentank.uma.es
	https://www.link.uma.es
University of Cordoba (UCO)	https://www.uco.es/organiza/centros/cefem/index.php/fundecor
University of Granada (UGR)	https://ugremprendedora.ugr.es
	https://viceinnova.ugr.es
University of Seville (US)	https://alumni.us.es/servicios-alumni-us/empleabilidad-y-emprendimiento
	https://servicio.us.es/spee/quienes-somos-contacto
University of Almeria (UAL)	https://www.ual.es/emprendimiento
	https://www.ual.es/empleo
University of Huelva (UHU)	https://www.uhu.es/soipea/unpasoadelante/
University of Cadiz (UCA)	https://emprendimientoyempleabilidad.uca.es
University of Jaen (UJA)	https://empleo.ujaen.es/taalent-y-mooc
Pablo de Olavide University (UPO)	https://www.upo.es/fundacion/empleabilidad-y-emprendimiento/

Source: own elaboration. Accessed dates for all the websites: 30 January 2025.

), focused on employability and entrepreneurship services, follows the criteria of Montero Esteva et al. (2021), evaluating eight dimensions: content, structure, navigation, aesthetics, differentiation, speed, accessibility, and functionality, along with search engine visibility. This study covers 18 February to 20 March 2025 (

Table 2. Indicators for the analysis of employability and entrepreneurship websites.

Type of Variable	Indicators	Definition
Content	Contact information	User registration: yes/no Email: yes/no Address: yes/no Mobile: yes/no Links of interest: yes/no Institutional newsletter: yes/no Social networks: yes/no which ones Blogs: yes/no
	Images on the web	Facilities: yes/no Other activities or events: yes/no
	Organizational culture	About us: yes/no Mission and vision: yes/no
	Documentation	Communications/notices: yes/no Download documents: yes/no Opening hours: yes/no
	Services and activities	Training activities: yes/no Academic activities: yes/no University extension: yes/no
	Updating	Yes/no/with date, without date
Appearance/usability	Rating from 1 to 10	Contrast of colors, images, sounds, texts, graphics, quality of design, loading time, execution, and visual coherence are valued.
Accessibility	Very accessible	0–10 problems
	Fairly accessible	11–30 problems
	Not very accessible	31–90 problems
	Insufficiently accessible	More than 90 problems

Source: own elaboration from (Montero Esteva et al., 2021).

).

The analysis of social networks carried out with Fanpage Karma quantifies the engagement described by Saavedra and Capriotti (2024) by measuring reactions, comments, and shares on the profiles dedicated to the entrepreneurship and employability service of each university chosen in Andalusia (

Table 3. Table of the social networks of each of the nine Andalusian public universities analyzed in this study.

University	Employability and Entrepreneurship Services	Social Media
University of Malaga (UMA)	Talent Tank	Facebook: https://www.facebook.com/TalentankUMA X: https://x.com/Talentank_UMA Instagram: https://www.instagram.com/talentankuma/ LinkedIn: https://www.linkedin.com/showcase/talentankuma/
	LINK by UMA-ATech	Facebook: https://www.facebook.com/umalinkmalaga/ X: https://x.com/linkbyuma Instagram: https://www.instagram.com/linkbyuma/?hl=es LinkedIn: https://www.linkedin.com/showcase/link-by-uma---atech/?originalSubdomain=es
University of Cadiz (UCA)	UCA Emprende	Facebook: https://www.facebook.com/ucaemprende/?locale=es_ES X: https://x.com/UCAEmprende Instagram: https://www.instagram.com/uca_emprende/ LinkedIn: https://es.linkedin.com/company/ucaemprende
University of Cordoba (UCO)	Fundecor	Facebook: https://www.facebook.com/fundecor X: https://x.com/fundecoruco/highlights Instagram: https://www.instagram.com/fundecoruco/ LinkedIn: https://es.linkedin.com/company/fundecor
University of Granada (UGR)	UGR Emprendedora (UGR Entrepreneurial)	Facebook: https://www.facebook.com/UGRemprendedora/ X: https://x.com/ugremprendedora Instagram: https://www.instagram.com/ugremprendedora/ LinkedIn: https://es.linkedin.com/company/ugremprendedora
	InnovaUGR	X: https://x.com/innovaugr?lang=es Instagram: https://www.instagram.com/InnovaUGR/
University of Seville (US)	Secretariado de Prácticas en Empresa y Empleo (SPEE) (Secretariat for Work Placements and Employment)	X: https://x.com/spee_us LinkedIn: https://www.linkedin.com/company/secretariado-prácticas-en-empresa-y-empleo-universidad-de-sevilla/
University of Almeria (UAL)	EmprendeUAL	Facebook: https://www.facebook.com/EmprendeUAL/?locale=es_LA X: https://x.com/emprendeual Instagram: https://www.instagram.com/emprendeual/
University of Huelva (UHU)	Daunpasoadelante (Stepforward)	Facebook: https://www.facebook.com/servicioempleouniversidadhuelva/?locale=es_ES X: https://x.com/empleo_uhu Instagram: https://www.instagram.com/soipea_uhu/?hl=es LinkedIn: https://es.linkedin.com/in/soipea-universidad-de-huelva-b77ba7146?trk=author_mini-profile_title
University of Jaen (UJA)	Employment, Internships and Entrepreneurship Section, called Talent&Mooc	Facebook: https://www.facebook.com/UniversidadJaen/?locale=es_ES X: https://x.com/ujaen Instagram: https://www.instagram.com/universidadjaen/ LinkedIn: https://es.linkedin.com/school/universidad-de-ja-n/
Pablo de Olavide University (UPO)	Fundación UPO (UPO Foundation)	Facebook: https://www.facebook.com/p/Fundación-UPO-Empleabilidad-y-Emprendimiento-100057189380639/ X: https://x.com/empleaemprende Instagram: https://www.instagram.com/empleaemprendefupo/ LinkedIn: https://es.linkedin.com/company/fundacionupo

Source: own elaboration. Accessed dates for all the websites: 30 January 2025.

). All of them have a presence in networks, although their web structure varies: UCA, UCO, US, UHU, UJA, and UPO integrate both services into one site, while UMA, UGR, and UAL separate them.

4. Results

4.1. Outcome of Social Media Strategies from Non-Participant Observation of Websites

This analysis compares the employability and entrepreneurship services of nine Andalusian public universities, highlighting similarities and differences. It starts with a non-participant observation of their websites, identifying professional development initiatives, followed by an analysis of common and distinctive elements.

In this way, the following programs are identified in each of the universities:

-

University of Malaga (UMA): Offers a comprehensive strategy in employability, entrepreneurship, and innovation through Talent Tank and Link by UMA-Atech. Programs such as Talent and Job Hackathon and Talent and Job Softskills, focused on practical skills; Univergem, which promotes employability and equal opportunities for women; Factor-E, which provides feedback from the labor market; and Spin-Off, Polaris, and Key Program (specific programs of Link by UMA-Atech), which promote knowledge transfer, innovation, and project-based learning.

-

University of Cadiz: UCAEmprende promotes an entrepreneurial ecosystem with infrastructures such as El Olivillo, which offers coworking spaces and incubation offices. Also noteworthy is the course “Desafío Emprendedor Innovador”, an intensive 40 h training course focused on business innovation, and the UCAEmprende Juernes workshops, focused on key competencies. All with an applied approach and support for entrepreneurial students.

-

University of Cordoba (UCO): through Fundecor, connects university and business with paid internships, entrepreneurship counselling, and personalized guidance to professionalize ideas and projects.

-

University of Granada (UGR): through Viceinnova, promotes Living Labs, open innovation, and internships in social entities, promoting employability and community engagement.

-

University of Seville (US): through Alumni US, supports graduates with the Entrepreneurs Network: contests, pre-incubation, and coworking, and Professional Network: guidance, mentoring, and job offers.

-

University of Almeria (UAL): with EmprendeUAL, promotes creative collaboration, programs such as Retos Emprendedores and Jump, which integrate theory with practice, and mentoring services. Matilda Emprende supports women entrepreneurs, while the Ideas Fair connects students with investors.

-

University of Jaen (UJA): offers internships, incentives to companies, business incubators with advice and resources such as the Employment Portal and MOOC workshops for guidance and continuing education.

-

University of Huelva (UHU): the Employment and Entrepreneurship Service (SOIPEA) offers programs such as Un Paso Adelante that provide training in transversal and digital skills; the University Employment Forum allows direct contact with companies; UNIVERGEM promotes job placement for university women; and JOBVEN facilitates corporate presentations of companies to students.

-

Pablo de Olavide University (UPO): the UPO Foundation leads programs such as UPO-Emprende and SVQ Emprende, which offer advice, training, and mentoring for the development and consolidation of sustainable entrepreneurial projects.

The following is a comparative analysis of the websites of Andalusian public universities (Montero Esteva et al., 2021), evaluating contact, accessibility, entrepreneurship programs, career counselling, quality and updating of information, and usability of digital platforms.

Andalusian public universities share strategies to promote entrepreneurship and employability, highlighting on their websites contact by email, social networks, entrepreneurship and employability programs, organization of events and fairs.

On the other hand, the comparative study of the websites of Andalusian universities reveals differences in the implementation of digital communication strategies, especially in content management, accessibility, and user experience, despite the homogeneity in basic information and the use of networks.

A key difference is the presentation of additional content and blogs; universities such as the University of Granada (UGR) and the University of Cordoba (UCO) have dynamic and updated platforms, while the University of Almeria (UAL) and the University of Huelva (UHU) present blogs that are less frequently updated or integrate them less noticeably. This reflects different strategic priorities in digital communication between the creation of attractive content and basic institutional information.

Web accessibility shows variations between universities. Although they all meet the minimum standards, the Pablo de Olavide University (UPO) and the University of Malaga (UMA) present fewer problems than the University of Cadiz (UCA) or the University of Jaen (UJA). These disparities may reflect the implementation of accessibility guidelines or staff training, which impacts the commitment to inclusion.

The quality of web design and usability varies between universities: US and UMA have modern and intuitive interfaces, while UHU and UAL show more antiquated structures, which may negatively influence the perception of their employability and entrepreneurship services.

In short, the differences in this analysis suggest that Andalusian universities adopt diverse approaches in their digital communication. It is key to perform periodic evaluations, invest in design and training, and prioritize accessibility and usability to ensure effective communication.

4.2. Analysis of Social Networks

Some institutions create their own brands for their employability and entrepreneurship services, while others link to the institutional brand. Specialized services such as LINK by UMA-ATech and InnovaUGR reflect a trend towards specialization and strategies adapted to different audiences.

The analysis of the presence of Andalusian universities in social networks, carried out between February 18 and March 20 with Fanpage Karma, shows that the University of Cordoba (UCO) leads on Facebook with 7125 followers, followed by the University of Huelva (UHU), with 5450. The University of Malaga (UMA) also stands out with 5289 followers on its Talent Tank UMA channel, while the University of Almeria (UAL) has only 191 followers, as shown in Figure 3.

Regarding Instagram (Figure 4), the University of Cordoba (UCO) leads with 5198, reflecting an effective visual strategy. The University of Cadiz (UCA), the University of Granada (UGR), and the University of Malaga (UMA), with LINK by UMA-ATech, have a moderate presence, with around 2700 and 3000 followers, as do Talent Tank (UMA) and InnovaUGR, having between 2500 and 5000 followers, indicating effective strategies.

Next, in the social network X (Figure 5), the University of Seville leads with 12,600 followers, followed by the UGR and UCO with around 7000 followers. In contrast, the UPO and UCA have less presence, which suggests reviewing their strategy on this platform.

UCO excels in all platforms with solid digital communication. UMA shows a segmented strategy, with Link by UMA-ATech and Talent Tank. US stands out in X, while UPO and UCA should improve their presence on Facebook, Instagram, and X.

In relation to the most used content formats in social networks, as shown in Figure 6, images are the most used format (75.1%) in employability and entrepreneurship social networks, followed by carousels (12.5%). Videos, reels, and shorts barely exceed 5%, showing limited use despite their popularity. Other formats represent 7.1%, confirming the preference for visual content.

As a result of the study with FanpageKarma, the frequency and interaction of keywords in publications related to entrepreneurship and employability in Andalusian universities were analyzed (Figure 7). This study revealed that certain keywords such as “entrepreneurship”, “professional”, “enrollment”, “program”, “companies”, “experiences”, “students”, “conferences”, “innovation”, and “training” are not only frequent in social networks of Andalusian universities but also generate greater interaction.

“Entrepreneurship” stands out for its frequency and interaction; terms such as ‘enrollment’ and ‘program’ also generate good responses, reflecting interest in professional development. The publications promote initiatives for students and entrepreneurs, highlighting conferences, innovation, training, and job opportunities.

In summary, social networks are consolidated as a strategic channel to promote entrepreneurship, employability, events, and collaboration with the business environment.

The analysis of hashtags on employability and entrepreneurship in Andalusian universities (Figure 8) shows patterns of use and interaction; size indicates frequency, and color indicates the level of interaction. The hashtag #entrepreneurship stands out for its frequent use, reflecting a clear thematic orientation. Customized hashtags such as #URG or #UniversidadDeCórdoba are also used to reinforce identity and digital visibility. In addition, hashtags such as #employability, #innovation, and #training reinforce the commitment of these institutions to professional development. The use of #emprendimientofemenino highlights the effort for inclusion and gender equity in entrepreneurship.

Finally, specific hashtags such as #Fundecor or #FaroUMA are also identified, which segment the content and facilitate its monitoring by specific audiences.

On Facebook (Figure 9), Fundecor (UCO) leads in followers, followed by UCAEmprende. Images dominate the content (96.1%), while links represent only 2.9%. The most frequent hashtags with the most interaction include #InvestigacioónConImpacto, #emprendimientofemenino, #innovación, #empleo, #empleabilidad, #emprendimiento, #formacion, and #EmprendimientoUGR.

The results suggest that the number of followers is not the only engagement factor. UGREmprendedora, although with fewer followers than Fundecor, achieves greater interaction, indicating a more effective content strategy or a more engaged audience.

The preference for images indicates that visual strategies are key to capturing attention, with hashtags focused on research, entrepreneurship, innovation, and employability.

On Instagram (Figure 10), Fundecor (UCO) stands out with 6000 followers, surpassing TalenkTank (UMA) and UCAEmprende from the University of Cadiz.

On Instagram, static images represent 55.6% of the content, followed by carousels with 35.4%. Videos, reels, and shorts represent only 9.1%, showing a limited use of these formats despite their growing popularity. As for the most frequent hashtags, there is a repeated use of tags such as #entrepreneurship, #emprendimientoUGR, #employment, #OportunidadesLaborales, and #UGRemprendedora, along with others related to #training, #innovation, and #practices. In the social network X, as shown in Figure 11, UGREmprendedora is positioned as the account with the largest audience, followed by Fundecor (UCO) and UCAEmprende, in second and third place, respectively. Talent Tank (UMA) and Link by UMA-Atech have similar levels of followers. As for the most used publication formats on this platform, images predominate (73.4%), followed by texts (16.5%) and links to videos or reels (5.1% each).

On the social network X, the most popular hashtags reflect a strong thematic focus on entrepreneurship, employability, and training. Likewise, tags that allow the identification of universities or partner cities are frequently used, such as #UGR, #Málaga, as well as #innovation and #technology. Regarding LinkedIn, a search and analysis of the accounts of the employability and entrepreneurship services of the universities selected for this study was carried out (

Table 4. Indicators for the analysis of employability and entrepreneurship websites (until 20 March 2025).

University	LinkedIn	Number of Followers
University of Malaga (UMA)	https://www.linkedin.com/showcase/talentankuma/?originalSubdomain=es	5045
	https://es.linkedin.com/showcase/link-by-uma---atech/	4612
University of Cadiz (UCA)	https://es.linkedin.com/company/ucaemprende	1000
University of Cordoba (UCO)	https://es.linkedin.com/company/fundecor	10,000
University of Granada (UGR)	https://ugremprendedora.ugr.es	3000
University of Seville (US)	https://www.linkedin.com/company/secretariado-prácticas-en-empresa-y-empleo-universidad-de-sevilla/	126
University of Huelva (UHU)	https://www.linkedin.com/in/soipea-universidad-de-huelva-b77ba7146/recent-activity/all/	1274
Pablo de Olavide University (UPO)	https://www.linkedin.com/company/fundacionupo/	17

Source: own elaboration. Accessed dates for all websites: 20 March 2025.

). It was identified that the University of Almeria does not have a specific account in this professional network dedicated exclusively to this service.

Table 4 shows different strategies on LinkedIn; the UMA stands out with two active accounts, allowing segmented communication by areas such as employability and entrepreneurship. Likewise, the University of Cordoba also shows a strong presence on LinkedIn, with a high number of followers, suggesting a significant interest in its business training and entrepreneurship support programs. In contrast, the University of Seville and the Pablo de Olavide University have a very low presence on LinkedIn, with a lower number of followers than other universities. On the other hand, UGR and UHU have a moderate presence on LinkedIn, with room for improvement, while UCA has a low but stable presence. The disparity found on LinkedIn reflects different levels of engagement, where universities with a higher presence can better promote their programs and connect with the business sector.

5. Discussion

The findings of this study confirm the increasing adoption of proactive public relations and digital communication strategies by public universities in Andalusia. This aligns with previous literature emphasizing the strategic role of communications in the university setting (Castillo-Esparcia et al., 2020; Zeler & Bridgen, 2025). The shift reflects a broader institutional transition towards models more aligned with labor market demands and socioeconomic development in the region (Arboledas-Lérida & Vázquez-Liñán, 2024; Pereira et al., 2023). Universities are no longer seen solely as knowledge providers, but as active agents in enhancing student employability and entrepreneurship, a trend that, according to (Abrantes et al., 2022), has become increasingly prominent in higher education globally.

In relation to the first research question (Q1), the results confirm that Andalusian universities actively promote job opportunities, training, and internships through their websites. The existence of specific sections, events such as job fairs and workshops, and the promotion of entrepreneurship reflect their efforts to link the academic environment and the labor market. However, although strategic intent is evident, many initiatives remain based on unidirectional and generalized communication. This contrasts with more advanced international practices that use predictive analytics, AI, and data-driven tools to personalize employability services (Knight, 2019). This technological and structural gap may limit the real impact of these efforts, especially in the face of a highly competitive and constantly evolving job market.

Regarding the second research question (Q2), there is evidence of an active presence in public strategies in the Andalusian universities, through events, alliances with companies, and the use of networks such as LinkedIn, Facebook, Instagram, and X. However, the intensity and focus vary: while the University of Cordoba, with Fundecor, maintains a constant and diverse strategy, the US and UPO show less activity, especially on LinkedIn. This supports the (Jiang et al., 2025) proposal for “network orchestration” strategies for consistent management across digital channels. Furthermore, platforms such as Instagram generate high engagement (Saavedra & Capriotti, 2024), while LinkedIn proves essential for professional networking and job matching. These functional differences suggest that universities should avoid one-size-fits-all approaches and instead design customized editorial strategies adapted to each platform’s strengths and target audiences.

Regarding the third research question (Q3), there is evidence of an increasingly prominent entrepreneurial discourse within university communication. Nevertheless, its practical implementation remains limited. While most Andalusian universities formally include entrepreneurship in their strategic plans, only five (UMA, UCA, US, UJA, UGR) actively promote incubator programs, idea competitions, or coworking initiatives. This gap between discourse and action reflects what (Geng, 2022) describe as a tension between traditional academic identity and the demands of the entrepreneurial university model. The Triple Helix Model (university–industry–government collaboration), although referenced in many plans (Pereira et al., 2023), is still in early stages, particularly in terms of student-centered visibility. Communication efforts often target external stakeholders, such as business associations or public institutions, more than the students themselves. Future strategies should incorporate co-created content with alumni entrepreneurs to increase authenticity and relevance.

Limitations and Future Research

Despite the contributions of this study, several limitations must be acknowledged. First, the analysis was limited to nine public universities in Andalusia, which constrains the generalizability of findings to other regions or private institutions. Future studies could adopt a national or cross-European comparative scope to uncover structural and cultural divergences. Second, the data collection was confined to a defined period, possibly excluding seasonal campaigns or evolving strategic shifts. Longitudinal studies would enable a more dynamic view of communication trends over time.

Third, although this study included quantitative metrics, such as follower counts and interaction rates, it did not explore the perceptions of key stakeholders (students or employers). Future research could use mixed methods, incorporating interviews or surveys, to triangulate and enrich the data with qualitative perspectives. Fourth, the analysis was unable to correlate communications strategies with tangible employability outcomes (number of startups created), due to a lack of accessible institutional datasets.

In sum, while this research highlights promising trends in the strategic use of communications to support employability and entrepreneurship, further investigation is needed to assess impact, optimize practice, and support a more equitable, effective communication landscape across higher education.

6. Conclusions

This study highlights the growing commitment of Andalusian public universities to improving employability and promoting entrepreneurship through strategic digital communication. Nonetheless, considerable disparities remain in how these strategies are implemented and communicated.

Regarding Q1, universities actively include employability-related content on their websites, such as workshops, internships, and career fairs. This aligns with the increasing emphasis on the university’s role in facilitating students’ transition to the labor market. However, content is not always consistent, updated, or user-centered, which can limit effectiveness. In relation to Q2, social media channels are used to communicate about job and entrepreneurship opportunities, but with clear differences across institutions. LinkedIn, the most relevant platform for professional engagement, is still underutilized compared to more generalist platforms like Instagram or Facebook. This lack of platform-specific strategy reduces the potential of university communication to reach key audiences.

As for Q3, entrepreneurship is increasingly present in the institutional discourse, but its practical promotion remains limited. While most universities reference entrepreneurship in their strategic plans, only five actively (UMA, UCA, US, UJA, UGR) support it through incubators, idea contests, or coworking spaces. This points to a disconnect between discourse and action, and to a need for more visible, student-focused initiatives.

In conclusion, Andalusian universities are moving in the right direction but still face challenges related to strategy coherence, digital maturity, and audience segmentation. Greater professionalization, targeted content, and the intelligent use of analytics and technologies will be essential to enhance communication outcomes.