University of Technology Sydney

57212 Professional Practice

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 2020 is available in the Archives.

UTS: Communication: Public Communication
Credit points: 8 cp
Result type: Grade and marks

Requisite(s): 57213 Understanding and Engaging Audiences
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

Students design and undertake a project in an area of strategic communication. This involves the negotiation of a learning contract to identify the outcomes of such experience and to design a detailed program of activities to achieve these outcomes. Supervision is provided to assist students in identifying the capabilities they need to develop and to provide support and advice during their industry involvement. Students are assisted to reflect on their learning from experience in the workplace in the context of their chosen field of study.

Subject learning objectives (SLOs)

a. Identify goals, strategies and resources for project-based learning
b. Analyse incidents in the workplace or a project from an ethical perspective
c. Evaluate the development of professional skills
d. Reflect on internship and project experiences to isolate strategies for professional development
e. Demonstrate professional performance, conduct and attitudes in a working environment

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:

  • Apply a body of practice-oriented knowledge and skills to develop, implement and evaluate innovative solutions to real-world communication challenges with a high level of personal autonomy and accountability (1.1)
  • Plan and execute a substantial body of research (2.1)
  • Critically and creatively re-think and reflect on public relations, advertising and organisational change models and practices for the 21st century beyond dominant models and approaches (2.2)
  • Locate, gather, organise and synthesise information across diverse platforms to guide their mastery of contemporary communication issues and challenges (2.3)
  • Graduates are able to continually reflect on and interrogate their cultural values and those of colleagues and organisations (3.2)
  • Graduates are able to persuade and engage diverse audiences through both written and oral communication strategies across a range of media formats with consideration of others' needs and views (6.1)

Teaching and learning strategies

Teaching and learning occurs about a workplace based on a learning contract that is developed by the student in consultation with an academic supervisor. Students prepare for their project by attending seminars, workshops and undertaking preparatory readings. Workshops provide students with techniques to evaluate their professional skills and develop goals and strategies to apply to a learning contract and a resume. Critical reflection, professional ethics, and project management are discussed.

Students meet individually or line with their academic advisor to discuss progress on finding and completing an independent study project, and to resolve any problems that may arise.All subject and assessment documents are uploaded to the online UTS site. A final series of presentations from students with formative feedback from peers in-class on an ethical perspective aims to extend students to reflect on their practice and project and adapt to the environment in new ways. Students reflect on their experiences as part of their assessments.

Content (topics)

Students can take an industry project. All students attend a face to face workshop in Week 1 to provide an overview of the industry project. Students are shown how to develop a learning contract to guide the project. Then online zoom meetings as required.

  • The workshop materials prepare them to conduct a professional project. They include problem identification, SWOT or PESTLE, the case study method, secondary research, application of strategic communication frameworks and how to make recommendations for organisations.

Assessment

Assessment task 1: Project Proposal

Objective(s):

a

Weight: 35%
Length:

1,500 words

To include a learning contract, resume and project proposal for the project students.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Design of the project parameters 25 a 1.1
Insightfulness of professional skills audit and goal development 30 a 2.2
Appropriateness of strategies to achieve professional goals 25 a 2.1
Clarity of expression 20 a 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Report

Objective(s):

a, b, c, d and e

Weight: 65%
Length:

Critical reflection 800 words PLUS

Project students: a report of 2000 words

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Depth of reflection 20 a, b 3.2
Use of concepts from academic literature in critical reflection 30 a, b, e 2.3
Depth of analysis 20 b, c 2.2
Proficiency in disciplinary skills demonstrated in portfolio materials 30 a, d, e 6.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

For project students:

Approval of project before commencement

Students who do not provide the required signed documentation at the times specified will not have their final assignment marked (Rule 3.8).

References

Bazeley, P, 2013, Qualitative Data Analysis: Practical Strategies, Sage Publications Ltd, London. Bazeley, P. 2013, Qualitative Data Analysis with NVivo, Sage Publications Ltd, London

Billet, S. 2009 Realising the educational worth of integrating work experiences in higher education, Studies in Higher Education, Vol 34, no. 7, pp.827-43

Billett,S. Harteis, C. & Etelapelto A. 2008. Emerging Perspectives of Workplace Learning. Sense Publishers,

Rotterdam.

Boje, D. 2001, Narrative Methods for Organizational and Communication Research, Sage, Thousand Oaks, CA. Brown, S. Durning, D. & Selden, S. 1999, 'Q methodology', in G. Miller & M. Whicker (eds), Handbook of Research Methods in Public Administration, Marcel Dekker, New York, pp. 599-637.

Bolton, G. 2010. Reflective Practice: Writing and Professional Development 3rd edition. Sage Publications. London.

Boud, D, Cressey, P. and Docherty, P (eds) 2006, Productive Reflection at Work: Learing for Chainging Organisations,

2nd edition, Routledge, London.

Bradbury, H. Frost, N, Kilminster, S and Zukas, M (eds) 2010, Beyond Reflective Practice: New Approaches to

Professional Lifelong Learning. Routledge, London.

Calder, J 2007 High performance environments: considering the 'place' in workplace. Keeping good companies. Vol

59. Issue 6, p366-368.

Denzin, N. & Lincoln, Y. (eds) 2011, The Sage Handbook of Qualitative Research, Sage, Thousand Oaks, CA.

De Vaus, D. 2013, Surveys in Social Research, Routledge, New York.

Edwards, L. 2018 Understanding public relations: Theory, culture and society, Sage,Thousand Oaks, CA.

Fanthome, C 2004 Work placement survivals: A survival guide for students. Palgrave McMillian; Basinstoke.

Fonner, K.J. 2009 Internships : A preview into a working world, National Communications Association Convention,

Chicago USA.

Green, C. & Chaney, L. 2003. Students' knowledge of office politics: an empirical study, Academy of Organisational

Culture, Communication and Conflict.

Hardacre, K and Workman, B 2010 Planning and reviewing work based learning. A practical guide. Libri Publishing:

Oxfordshire.

Hart, C. 1998, Doing a Literature Review, Sage, Thousand Oaks, CA.

Herndon, S. & Kreps, G. 2001, Qualitative Research: Applications to Organisational Life, Hampton Press, New Jersey. Howitt, D. & Cramer, D. 2005, Introduction to Research Methods in Psychology, Pearson, New York.

Hughes, C. 2000 The faciliative role of workplace supervisors. Sydney NSW UTS.

Jarvis, P., Holford, J. & Griffin, C. 2003, 'Contracts and learning (ch. 10)', in P. Jarvis, J. Holford & C. Griffin the theory

and practice of learning, 2nd ed. Kogan Page, London. pp.103-115.

Klug,R. 2002, How to keep a spiritual journal: a guide to journal keeping for inner growth and personal discovery, Augsburg Fortress, Minneapolis, America.

Laycock, M. and J. Stephenson (eds) 1993 Using Learning Contracts in Higher Education , Kogan Page. (Chapters 11

and 12)

Littlejohn S. & Foss, K. 2010, Theories of Human Communication, Thomson-Wadsworth, Belmont, CA.

Lock, D. (2007) Project management , Burlington, VT, Ashgate

Lyons. P 2010 Win that job. Where are you now? Building the brand pp38-50

McAllister, L. Whiteford, G., Hill, B., Thomas, N and Fitzgerald, M. (2006) Reflection in intercultural learning examining

the international experience through a critical incident approach. Reflective Practice 7. 3 pp.367-381

Marshall, C. 2006, Designing Qualitative Research, Sage Publications, Thousand Oaks, CA.

McDaniel, C, Gates, R, 2013, Marketing Research Essentials, Wiley, New York.

McIlrath, L. and MacLabhrainn, I. 2007 Higher education and civic engagement , Ashgate, London

Moon, J. 1999 Reflection in learning and professional development. London: Kogan Page.

Patrick, C. Peach, D. Pocknee, C, Webb, F., Fletcher, M, Pretto, G. 2008 The WIL report: A National Scoping Study of

Work Integrated Learning. Australian Learning and Teaching Council Final Report. Brisbane: ALTC. Available online at

www.altc.edu.au

Mirrer, K, 2010 "Designing new technologies to expand knowledge and information sharing in internship and

experiental learning settings", The international journal of technology , knowledge and society. Vol 6, no. 4

Neugebaucer, J 2009 Making the most of your placement, Sage: Los Angeles.

Prinsloo, P. Slade, S. & Galpin, F. 2011 "A phenomenographic analysis of student reflections in online learning diaries',

Open Learning, Vo. 26, no. 1.

Neuman, W. 2006, Social Research Methods: Qualitative and Quantitative Approaches, Pearson, New York.

Rank, J. 2009 Challenging the status quo: diversity, employee voice and proactive behaviour in Ozbilgin, M (ed) 2009, Equality, diversity and inclusion at work: a research companion. Edward Elgar, Cheltenham.

Page, C. & Meyer, D. 2000, Applied Research Design for Business and Management, McGraw-Hill, Australia. Richards, L. 2005, Handling Qualitative Data: A Practical Guide, Sage, London.

Rubin, R. Rubin, A. Haridakis, P & Piele, L. 2010, Communication Research: Strategies and Sources, Wadsworth, Belmont, CA.

Schon, D.A. 1983 The Reflective Practitioner: How Professionals think in Action , Basic Books.

Siebert, S. & Walsh, A. 2013 Reflection in work-based learning: self regulation or self liberation? Teaching in Higher

Education Vol 18, no. 2 pp167-178.

Smith, Mark 2013, 'Keeping a learning journal', The encyclopaedia of informal education,

www.infed.org/mobi/writing-and-keeping-journals-a-guide-for-educators-and-social-practitioners/

Stacks, D. 2010, Primer of Public Relations Research, The Guilford Press, New York.

Strachen, G, French, E and Burgess, J. 2009 Managing Diversity in Australia: Theory and practice, McGraw Hill,

Sydney.

Sweitzer, HF & King MP 2009. The successful internship. Personal, professional and civic development. 3rd Ed

Cengage Learning.

Thompson, S and Thompson, N 2008. The critically reflective practitioner. Palgrave, Basingstoke.

Walker, D. 1985 Writing and reflection, Chpt 3 in Boud, D., Keogh, R. and Walker, D. (eds) 1985 Reflection: Turning experience into learning, New York and London, Routledge Falmer.

Westerberg,C. & Wickersham, C. 2011, 'Internships have value, whether or not students are paid', The Chronicle of Higher Education, vol. 57, no. 34, pp. 1-5

Williams, F. & Monge, P. 2001, Reasoning With Statistics: How to Read Quantitative Research, Harcourt Inc. FL. Wimmer, R. 2006, Mass Media Research: An Introduction, Thomson-Wadsworth, Belmont, CA.

Yin, R. 2014, Case Study Research: Design and Methods, Sage, Thousand Oaks, CA. Yin, R. 2011, Applications of Case Study Research, Sage, Thousand Oaks, CA.

Zachary, L. 2011 The Mentor's Guide: Facilitating Effective Learning Relationships. San Francisco, Jossey-Bass

Journals

Advertising Research

Communication Theory

Communication Yearbook

International Public Relations Review

Journal of Advertising

Journal of Communication

Human Communication Research

Journal of Public Relations Research

Media International Australia

Public Relations Quarterly

Public Relations Review

Total Communication Measurement