57815 Digital Engagement in Strategic Communication
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 8 cp
Subject level:
Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Anti-requisite(s): 57222 Influence in the Digital World AND 57615 Digital Engagement in Strategic Communication
Description
This subject develops students analytical skills to critically evaluate the complexities of digital communication, from ethics to crisis communication and organisations’ engagement with stakeholders via digital/social media. Students gain insights into strategic communication, the impact of 'big data', and the significance of human interaction in the digital realm. Through practical application, students learn to navigate digital media strategies within organisations, addressing privacy, ethics, transparency and engagement with diverse stakeholders. The learning process involves active analysis and application of theories to real-world scenarios, fostering a deep understanding of digital communication's role in society and business.
Subject learning objectives (SLOs)
| a. | Identify the implications of key historical developments in digital and social communication |
|---|---|
| b. | Critically analyse the cultural, political and economic contexts within which communication practices manifest |
| c. | Identify and analyse the forms of influence and power associated with digital and social media and how organisations engage with stakeholders in the different contexts |
| d. | Debate and discuss ethical issues in digital and social media |
| e. | Articulate a critical position in written and oral forms and construct a critical position through respectful and dialectical dialogue with peers |
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 specialised body of theoretical and practice-oriented knowledge and skills to develop, implement and evaluate innovative and integrated solutions to real-world communication challenges (1.1)
- Critically, creatively and/or collaboratively analyse, debate and reflect on strategic communication models, practices and solutions by planning and executing a body of research to solve complex problems (2.1)
- Navigate and embrace the value of intercultural contexts for strategic communication practices (3.1)
- 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
You will participate in weekly discussion questions based on the weekly readings. You will not only prepare for the assigned questions but also lead the class for in-depth discussions. During this facilitation, you will be able to appreciate different perspectives of a given question and understand how the different cultural and societal background of each student may bring different views. You will prepare your essays by working on a case study relevant to any of the topics discussed in this subject and apply relevant theories for the analysis. Online and open education sources linked with the UTS Library, insights from industry speakers and reports will be prepared to help facilitate student learning. You will receive formative feedback during the weekly tutorial session before the census date.
Content (topics)
You will be introduced to key theoretical underpinnings on engagement, communication, and ethical issues in the digital world. You will learn about topics such as evolution of digital and social media, ethics in digital media, misinformation and disinformation, filter bubbles and echo chambers, AI and Bots, social media engagement, social media influencers, social media and crisis communication, digital activism and the discussions on utopia and dystopia.
Assessment
Assessment task 1: Critical Discussion Points
| Objective(s): | a, b, c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 10 minutes discussion | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Case Study
| Objective(s): | c, d and e | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||
| Length: | 2400 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Attendance is essential in this subject. These 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. In addition, students are required to include clickable links for all references in the Reference List if available.
References
Required weekly readings are available via UTS Library and Canvas as noted in the Subject Reading List (separate document uploaded to Canvas).
Ali, M. (2022). Fake-news network model: A conceptual framework for strategic communication. International Journal of strategic communication, 16(1), 1 – 17.
Bourne, C. (2019). AI cheerleaders: Public relations, neoliberalism and artificial intelligence. Public Relations Inquiry, 8(2), 109-125.
Enke, N., & Borchers, N. S. (2019). Social media influencers in strategic communication: A conceptual framework for strategic social media influencer communication. International Journal of Strategic Communication, 13(4), 261 – 277.
Lai, C-H., & Fu, J.S. (2020). Organizations’ dialogic social media use and stakeholder engagement: Stakeholder targeting and message framing. International Journal of Communication, 2246.
Lovari, A. (2020). Spreading (dis)trust: Covid-19 misinformation and government intervention in Italy. Media and communication, 8(2), 458 – 461.
Meng, J., & Kim, S., Reber, B. (2022). Ethical challenges in an evolving digital communication era: Coping resources and ethics trainings in corporate communications. Corporate Communications, 27(3), 581 – 594.
Moore, S., & Hubscher (2021). Strategic communication and AI: Public relations with intelligent user interfaces. Routledge.
Smith, B., Krishna, A., & Al-Sinan, R. (2019). Beyond slacktivism: Examining the entanglement between social media engagement, empowerment, and participation in activism. International Journal of Strategic Communication, 13(3), 182 – 196.
Vaccari, C., & Vergeer, M. (2013). From echo chamber to persuasive device? Rethinking the role of the Internet in campaigns. New Media & Society, 15(1), 109 – 127.
Wallace, A., & Luttrrell, R. (2023). Strategic social media as activism: Repression, resistance, rebellion, reform. Routledge.
Yan, J., & Austin, L. (2022). Social media and crisis communication. Routledge.