52667 The Agency

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2025 is available in the Archives.

Description

In this subject, students are allocated to teams that operate as agencies. Each agency responds to an external client brief and pitches a strategy that helps solve the client’s problems. Students choose their client from a selection on offer from the for-profit, not-for-profit, or government sectors. As a team, students collaborate with peers as they problem solve and seek creative solutions in their development of an integrated communication strategy for their client. Based on the goals, objectives, stakeholders, and strategic directions identified in their communication strategy report, students design their presentation deck and pitch as an agency to industry panels. Students learn how to effectively pitch their solution to their client, utilising a range of techniques including storytelling, research insights and demonstration through campaign mock ups as part of their presentation. This subject helps students understand industry-standard expectations and equips them with work-ready professional skills and knowledge.

Subject learning objectives (SLOs)

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:

• Act in a professional manner appropriate to communication industries (1.1)
• Employ appropriate research and inquiry skills to independently gather, organise and analyse information across diverse platforms (2.1)
• Act as reflexive critical thinkers and innovative creative practitioners who evaluate their own and others' work (2.2)
• Demonstrate a strong awareness, knowledge of, and sensitivity to, diversity, equity and global contexts (3.1)
• Analyse and act ethically in the personal, political and professional contexts of civil society (5.1)
• Utilise digital literacy and production skills across a range of media (6.2)

Teaching and learning strategies

Students collaborate in group activities in writing a reverse brief, brainstorming possible strategic options, and preparing the pitch. Class activities incorporate small group discussions, presentations, videos, and case studies that are designed to stimulate problem solving and creativity in the student learning experience. They receive constructive feedback on their pitch from their client. Presenting strong pitch cases to industry panels helps students gain confidence and build networks with those professionals. This industry-student collaboration not only gives students an opportunity to test out the skills learnt in their degree and develop industry experience, but also assists them with their move into their professional field.

Lectures by industry experts are followed by tutorials and/or client meetings for the first six weeks. From weeks 6 to 8, the subject coordinator provides optional drop-in sessions to discuss project progress and directions. Formative feedback on team progress towards assignment one is given during tutorials to each team on a weekly basis from week 3. Students are expected to undertake preparatory reading and research for discussion in tutorials every week. Students may be offered to attend immersion activities in their client’s workplace or external to UTS to assist them understand the client’s business and communication issue.

Content (topics)

This subject provides students with practice-based opportunities of working with a real client to develop and pitch integrated communication strategies. It introduces students to agency-client relationships, applying a range of research tools to develop problem solving solutions. It also covers project management skills encompassing team collaboration and campaign logistics.

Assessment

Assessment task 1: Integrated Communication Strategy Report

Assessment task 2: Presentation of an integrated Campaign

Minimum requirements

Attendance

Attendance at classes is essential in this subject. Classes are based on a collaborative approach that involves essential workshopping and interchange of ideas with other students and the tutor to build capacities towards meeting the subject learning objectives. A roll will be taken at each class (whether on campus or online). Students who have more than two absences from class will be refused marking of their final assessment (see Rule 3.8).

Referencing

Use of Generative AI needs to be referenced. Please refer to UTS Library guide: https://www.lib.uts.edu.au/whats-on/news/referencing-generative-ai-in-assignments. In addition, students are required to include clickable links for all references in the Reference List if available.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.

References

Baack, D. W., Wilson, R. T., & Till, B. D. (2008). Creativity and memory effects: Recall, recognition, and an exploration of nontraditional media. Journal of Advertising, 37(4), 85-94

Belch, G. E., Belch, M.A., Kerr, G., Powell, I., & Waller, D., (2020). Consumer insight and strategy.In GE Belch, MA Belch, G Kerr, and D Waller (Eds.). Advertising: An integrated marketing communication perspective (4th ed.) (pp. 193-230). Sydney, McGraw-Hill Australia.

Belch, G. E., Belch, M.A., Kerr, G., & Powell, I. (2012). Measuring effectiveness of the IMC program. Advertising: An integrated marketing communication perspective (2nd ed.) (pp.408-412), Sydney, McGraw-Hill Australia.

Broom, G. M., Sha, B.-L., & Seshadrinathan, S. (2013). Planning and programming. In GM Broom & BL Sha (Eds.). Cutlip and Center’s effective public relations (international ed.) (, pp. 298-307), Harlow, Pearson Education

Hall, D. (2012). The problem of free-riding in group projects: Looking beyond social loafing as reason for non contribution. Active learning in Higher Education, 14(1), 37-49

Jenkinson, A., Sain, B., & Bishop, K. (2005). Optimising communications for charity brand management. Journal of Nonprofit and Voluntary Sector Marketing, 10(2), 79-92.

Macnamara, J. (2018). A review of new evaluation models of strategic communication: progress and gaps. International Journal of Strategic Communication,12(2), 180-195.

Macnamara, J. & Camit, M. (2017). Effective CALD community health communication through research and collaboration: An exemplar case study. Communication Research and Practice, 3(1), 92-112.

Moriarty, S.E., Mitchell, N., Wells, W., Crawford, R., Brennan, L., & Spence-Stone, R. (2015). The creative brief. Advertising Principles and Practice (p.249), Melbourne: Pearson Education

Parker, J., Ang, L., & Koslow, S. (2018). The creative search for an insight in account planning: An absorptive capacity approach. Journal of Advertising, 47(3), 237-254

Smith, R. 2017, Strategic Planning for Public Relations, New York, Routledge.