Abstract

The dialogic nature of career guidance communication is an important consideration when assessing communication quality in higher education. This article clarifies the concept, proposes an analytical framework, and identifies practical measures for strengthening dialogue between higher education institutions and students. The study combines document analysis with a qualitative comparison of publicly available information from three Vietnamese institutions and two international cases. Drawing on dialogic theory and recent research on organizational listening, it proposes four analytical dimensions: listening to students’ needs, enabling participation, providing accountable responses, and incorporating feedback into subsequent adjustments. The analysis highlights the importance of student needs, opportunities for participation, context-sensitive responses, and the use of feedback in institutional decision-making. Experiences from the United Kingdom and Singapore suggest ways to connect student input with content adjustments and sustain communication after individual activities. The article proposes organizational measures and evaluation indicators as a foundation for future empirical research on career guidance communication from a public relations perspective.

Keywords: Career guidance communication, dialogue, higher education, public relations, students.