2019/3/7 Principles of Strategic Communication G (9110|4)

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Principles of Strategic Communication G (9110|4)
Click on the sections below to view the information. Click Expand All to read all information. To view a printable version of the Unit Outline click on Print this page. To save the Unit
Outline as a PDF click on Print this page, then use your browser's Print function to save to PDF.

Acknowledgement of Country

The University of Canberra acknowledges the Ngunnawal peoples as the traditional custodians of the land upon which the University's main campus sits, and pays respect to all
Elders past and present.

Introduction

This Unit Outline must be read in conjunction with:

a. UC Student Guide to Policies, which sets out University-wide policies and procedures, including information on matters such as plagiarism, grade descriptors, moderation,
feedback and deferred exams, and is available at http://www.canberra.edu.au/current-students/student-policies (http://www.canberra.edu.au/current-students/student-
policies).
b. Any additional information specified in section 6.

1. Core Unit Details

Unit Code and Version: 9110|4

Unit Title: Principles of Strategic Communication G

Unit Level: G

Owning Faculty/Section: Faculty of Arts and Design

UC Discipline/Section: School of Arts and Communications

Enrolled Credit Points: 3

Unit Offering Details: Semester 1, 2019, ON-CAMPUS, BRUCE (191052)

For an explanation of delivery modes see Unit Modes of Delivery Titles (https://www.canberra.edu.au/myuc-s/business-units/DVC-and-
DVCA/tl/secretariat/unit-modes-of-delivery).

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2019/3/7 Unit Convener Name and Dr. Yoonmo Sang  Principles of Strategic Communication G (9110|4)
Contact Details:
Room: 9C2

Email: yoonmo.sang@canberra.edu.au

Phone: 6201 2945

Administrative Contact Details: FAD Admin

FADadmin@canberra.edu.au. 

2. Academic Content

Unit Description
This unit will introduce the concepts and principles that underpin strategic communication by exploring three related areas: - understanding human communication, including
consideration of a range of key thinkers on this topic; - understanding contemporary communication environments taking a broadly societal approach but including consideration
of new media, the concept of audiences, contemporary practices and patterns of media use; and - critical analysis of the concept of strategic communication and its applicability
to a range of societal and organisational situations.

Learning Outcomes
On completion of this unit, students will be able to: 1. Demonstrate critical understanding of communication theory and its relevance to an appreciation of the complexity of
human communication;
2. Demonstrate critical understanding of the contemporary communication environment; and
3. Evaluate prospects for successful strategic communication and to apply cognitive and communication skills to a variety of technical situations.

Graduate Attributes
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development

Skills Development
As students of the University of Canberra, you will develop your critical thinking skills, your ability to solve complex problems, your ability to work with others, your confidence to
learn independently, your written communication skills, your spoken communication skills and a number of work-related knowledge and skills.

Prerequisite
None.

Co-requisite
None.

Unit Design
This unit is a graduate seminar that consists of lectures and class discussions. It will provide a general overview of the basic concepts, theories, and key issues of strategic
communication. To complete this unit successfully, students are required- before class each week- to read and comprehend the assigned articles in order to participate actively in
class discussions. In this graduate-level course, students’ active participation and self-motivated learning are expected. Each class will have several discussion leaders to initiate
class discussions and help with peer student learning. In that regard, the roles of discussion leaders will be critical to successful completion of this unit. The primary objective of
this unit is to give students the opportunity to learn about fundamental concepts, theoretical discussions, and debate skills needed for strategic communication. Ultimately,
students will be able to effectively navigate strategic communication-related issues and apply what they have learned from this unit to further their academic journeys or
professional careers. 

Throughout the semester, guest lecturers may make online presentations.

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2019/3/7 Principles of Strategic Communication G (9110|4)

3. Timetable of Activities

Week Lecture Topic  Lecuture Key Concepts: Workshop/Tutorial Activity  Readings/Links

Dot Points 

WK1  Introduction No workshop in week one There is no required reading for week one, but students are
recommended to read Chapter 3 of the book below.
This week you are Students should review the
expected to: unit outline by week two.  Falkheimer, J., & Heide, M. (2018). Strategic Communication:
An Introduction. New York: Routledge.
familiarise yourself  
with the unit Canvas
site  

familiarise yourself
with the unit outline,
the unit structure and
the assessment items

introduce yourself to
the cohort on Canvas

WK2  Conceptualising
strategic communication  communication?
 
What is strategic
Similar terms
Defining the field    Ongoing research on public relations as a
Opportunities and
challenges 
 
Class discussion on the assigned readings
Sign-up for the leading class discussion  Communication, 54(4), 645-661.
 
Botan, C., & Taylor, M. (2004). Public
relations: State of the field. Journal of
Gruning, J. E. (2006). Furnishing the edifice:
strategic management function. Journal of
Public Relations Research, 18(2), 151-176.
Hallahan, K., Holtzhausen, D., Ruler, B. V.,
Ver¿i¿, D., & Sriramesh, K. (2007). Defining
strategic communication. International
Journal of Strategic Communication, 1(1),
3-35.  

Ihlen, O., & van Ruler, B. (2007). How public

relations works: Theoretical roots and
public relations perspectives. Public
Relations Review, 33(3), 243-248.

WK3  Persuasion theories  The theoretical bases of
persuasion
Changing attitudes and
behaviour
Three modes of persuasion
Cognitive dissonance
theory
Message appeals
Class discussion on the assigned readings
Sign-up for the leading class discussion
Shelby, A. N. (1986). The theoretical bases
of persuasion: A critical introduction.
International Journal of Business
Communication, 23(1), 5-29.
Rothman, A. J., Bartels, R. D., Wlaschin, J., &
Salovey, P. (2006). The strategic use of gain-
and loss-framed messages to promote
healthy behavior: How theory can inform
practice. Journal of Communication, 56(1),
S202-S220.
Moyer@Gusé, E. (2008). Toward a theory of
entertainment persuasion: Explaining the
persuasive effects of entertainment-
education messages. Communication
Theory, 18(3), 407-425.

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2019/3/7 WK4 Persuasion theories  Theory of planned Principles of Strategic
Class discussion Communication
on the assigned readings G (9110|4)Lazard, A., & Atkinson, L. (2015). Putting
behaviour environmental infographics center stage:
Sign-up for the leading class discussion The role of visuals at the elaboration
Dual processing theories likelihood model’s critical point of
Problem statement for the final research paper persuasion. Science Communication, 37(1),
Elaboration likelihood 6-33.
model
Heuristic-systematic Paul, J., Modi, A., & Patel, J. (2016).
model  Predicting green product consumption
using theory of planned behavior and
 
reasoned action. Journal of Retailing and
Consumer Services, 29, 123-134.

Petty, R. E., Cacioppo, J. T., & Schumann, D.

(1983). Central and peripheral route to
advertising effectiveness: The moderating
role of involvement. Journal of Consumer
Research, 10(2), 135-146.

Recommended: 

Ajzen, I. (1991). The theory of planned

behavior. Organizational Behavior and
Human Decision, 50, 179-211. 

WK5 Public relations theories Public relations as Class discussion on the assigned readings Coombs, W. T. (2007). Attribution theory as
relationship management a guide for post-crisis communication
Sign-up for the leading class discussion research. Public Relations Review, 33(2),
Systematic views of public 135-139.
relations Research questions for the final research paper
Kim, J. N., & Grunig, J. E. (2011). Problem
Attribution theory solving and communication action: A
situational theory of problem solving.
Situational theory  Journal of Communication, 61(1), 120-149.

Kiousis, S., Kim, S-Y., McDevitt, M., &

Ostrowski, A. (2009). Competing for
attention: Information subsidy influence in
agenda building during election campaigns.
Journalism and Mass Communication
Quarterly, 86(3), 545-562.

WK6 Social change and There is no lecture this No workshop Guo, C., & Saxton, G. D. (2018). Speaking
strategic communication  week. Individual and being heard: How nonprofit advocacy
meetings are available.    Instead, students are required to watch the following film organizations gain attention on social
online. media. Nonprofit and Voluntary Sector
Quarterly, 47(1), 5-26.
link
(https://www.pbs.org/wgbh/frontline/film/showspersuaders/) Macnamara, J., & Zerfass, A. (2012). Social
media communication in organizations: The
Individual research meetings available challenges of balancing openness, strategy,
and management. International Journal of
Strategic Communication, 6(4), 287-308. 

Yang, A., & Kent, M. L. (2014). Social media

and organizational visibility: A sample of
Fortune 500 corporations. Public Relations
Review, 40(3), 562-564.

WK7 Social change and Social marketing Class discussion on the assigned readings Bennett, W. (2003). Communicating global
strategic communication activism. Information, Communication &
Activism and advocacy Sign-up for the leading class discussion Society, 6(2), 143-168.

Annotated Bibliography Due Jackson, S. J., & Welles, B. F. (2015).

Hijacking# myNYPD: Social media dissent
and networked counterpublics. Journal of
Communication, 65(6), 932-952.

Nisbet, M. C. (2009). Communicating

climate change: Why frames matter for
public engagement. Environment: Science
and Policy for Sustainable Development,
51(2), 12-23.

Recommended: 

Wilkins, K. G. (2014). Advocacy

Communication. In K. G. Wilkins, Tufte, T., &
Obregon, R. (Eds.) The Handbook of
Development Communication and Social
Change (pp. 57-71). West Sussex, UK: John
Wiley & Son, Inc.

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2019/3/7 WK8 Class free period Principles of Strategic Communication G (9110|4)
 

WK9 Crisis communication Pre- & Post-Crisis Class discussion on the assigned readings Eriksson, M. (2018). Lessons for crisis
and strategic management and communication on social media: A
  communication  communication Sign-up for the leading class discussion systematic review of what research tells
the practice. International Journal of
Leadership Method section  Strategic Communication, 12(5), 526-551.

Bridging social capital Kim, H. J., & Cameron, G. T. (2011).

Emotions matter in crisis: The role of anger
Post- crisis analysis and sadness in the publics’ responses to
(reflection and learning) crisis news framing and corporate crisis
response. Communication Research, 38(6),
826-855.

Reshan, M., Warren, M., & Carr, R. (2016).

Understanding the use of social media by
organisations for crisis communication.
Computers in Human Behavior, 63, 350-
361.

Recommended:

Yang, S. U., Kang, M., & Johnson, P. (2010).

Effects of narratives, openness to dialogic
communication, and credibility on
engagement in crisis communication
through organizational blogs.
Communication Research, 37(4), 473-497.

Link: 

link (https://www.youtube.com/watch?
v=2EOZPGdmbQ0)

WK10 Public diplomacy and Public diplomacy  Class discussion on the assigned readings Cowan, G., & Arsenault, A. (2008). Moving
strategic communication  from monologue to dialogue to
  Sign-up for the leading class discussion collaboration: The three layers of public
diplomacy. The ANNALS of the American
Academy of Political and Social Science,
616, 10-30.

Pamment, J. (2015). Strategic

Communication Campaigns at the Foreign
and Commonwealth Office: Managing
Mediatization During the Papal Visit, the
Royal Wedding, and the Queen’s Visit to
Ireland. International Journal of Strategic
Communication, 9(2), 118–133.

Zhang, J., & Swartz, B. C. (2009). Public

diplomacy to promote Global Public Goods
(GPG): Conceptual expansion, ethical
grounds, and rhetoric. Public Relations
Review, 35(4), 382-387.

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2019/3/7 WK11 Ethical issues and Ethical/legal considerations Principles of Strategic
Class discussion Communication
on the assigned readings G (9110|4)Du, S., Bhattacharya, C. B., & Sen, S. (2010).
corporate social Maximizing business returns to corporate
  responsibility  Corporate social Sign-up for the leading class discussion social responsibility (CSR): The role of CSR
responsibility  communication. International Journal of
Management Reviews, 12(1), 8-19.

Lock, I., Seele, P., & Heath, R. L. (2016).

Where grass has no roots: The concept of
‘shared strategic communication’ as an
answer to unethical Astroturf lobbying.
International Journal of Strategic
Communication, 10(2), 87-100. 

Sen, S., & Bhattacharya, C. B. (2001). Does

doing good always lead to doing better?
Consumer reactions to corporate social
responsibility. Journal of Marketing
Research, 38(2), 225-243.

Recommended:

Price, M. (2014). Strategic communication

and the foundations of free expression. In
Free Expression, Globalism, and the New
Strategic Communication (pp. 18-40).
Cambridge: Cambridge University Press.
doi:10.1017/CBO9781139680486.002

Link: 

“Free Expression and Strategic

Communication in the Global Digital Age: A
Panel Discussion” link
(https://www.asc.upenn.edu/news-
events/annenberg-video/global-and-
comparative-communication-videos/free-
expression-and)

WK12 No lecture Individual meetings with a Final presentations 

tutor 
 

WK13 No lecture Final presentations & wrap-

up 

4. Unit Resources

4a List of Required Texts/Readings:

Required readings for the unit are available from the library database. To access the readings, please click the 'Reading List' link on this unit's UC Learn site (Canvas).

4b Materials and Equipment:

None.

4c Unit Website:
Each unit you are enrolled in has an online teaching site in the learning management system UCLearn. You access UCLearn through MyUC (https://www.canberra.edu.au/myuc-
u/). Follow the link that says Continue to UCLearn (Canvas).

4d Social Media:
Social media will be used as part of the teaching and learning of this unit, and relates to websites and applications that allow students and staff to create and share material, or
interact via social networking activities. This can take many forms including text, images, audio, video, gestures (such as 'liking', 'favouriting', 'following') and other multimedia
communications. Students and staff should be aware that social media creates an environment for limitless communication, collaboration, dialogue and information exchange but
that there should be an awareness of the 'amplificatory' effect of popular content, which can portray both positive and negative outputs. Students should note that social media is
not at the control of the University and, therefore, changes may be made to learning or assessment materials at late notice as a consequence of changes to content or access to
the social media platform. Students are warned that there may be possible disturbing content that can be viewed when using social media, that is outside the control of the
University. Students who are concerned with the use of social media for privacy or other issues are advised to speak with their unit convener as soon as possible.

For further information please refer to the section on Social Media in the Assessment Procedures (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/272).

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2019/3/7 5a. Assessment Item Details Principles of Strategic Communication G (9110|4)

Click on an Assessment Item for more details.

Leading the class discussion 

Due Date: This is an ongoing assessment.
Discussion leaders are required to upload their assignments (i.e., a brief overview of the assigned article and discussion questions about the article) to Canvas by 5
p.m. the day before the workshop. 
Weighting Percentage: 20%
Addresses learning outcome(s):
On completion of this unit, students will be able to: 1. Demonstrate critical understanding of communication theory and its relevance to an appreciation of
the complexity of human communication;
2. Demonstrate critical understanding of the contemporary communication environment; and
3. Evaluate prospects for successful strategic communication and to apply cognitive and communication skills to a variety of technical situations.
Related graduate attribute(s):
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic
development
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic
development

Each workshop will have several discussion leaders. As a general rule, one discussion leader will be assigned to one article and throughout the semester students will be
required to lead class discussions one time.  
Discussion leaders will be responsible for presenting a brief overview of the assigned reading and for leading discussion about the article. A set of intriguing questions
that can facilitate class discussion should be presented.
Class discussion will be based on those questions. An overview of the assigned article should address the following general questions:
1) What contribution does the article make to the field of strategic communication?
2) What are the strengths and weaknesses of the article’s approach?
3) What are theoretical and/or practical implications of the article?
4) What are the most interesting and/or unexpected points in the article? What is your major take-away from the article?
5) Why would the article appeal to the intended readers? In other words, what are the selling points of the article?
The use of additional materials including a relevant video clip, web sources, and other visual cues are encouraged to facilitate active class discussion and learning. A4 size
paper needs to be used with 12 pt Times New Roman font.
Note: Be ready to share your reactions to the discussion leaders’ questions in class. In addition to reading the assigned articles for each week, students are also required
to bring one most relevant scholarly article for the week and discuss it.
Word limit: Min. 750 words, Max. 1,000 words 

Annotated bibliography  
Due Date: 11:59 p.m. (Sunday of WK 7) 
Weighting Percentage: 30%
Addresses learning outcome(s):
On completion of this unit, students will be able to: 1. Demonstrate critical understanding of communication theory and its relevance to an appreciation of
the complexity of human communication;
2. Demonstrate critical understanding of the contemporary communication environment; and
3. Evaluate prospects for successful strategic communication and to apply cognitive and communication skills to a variety of technical situations.
Related graduate attribute(s):
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - think globally about issues in their profession
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic
development

Important notice
"There are annotated bibliography and/or literature review assessments in several units at a graduate and postgraduate level in your course. Such
assessments are a good way for students to demonstrate their engagement and awareness of the relevant literature in a given field. Please be
aware that re-using material in an assessment in one unit which was also used in another unit potentially constitutes academic misconduct. Re-
used material will be identified as such in automated plagiarism checks. If you are concerned about this please speak to your tutor or lecturer.
If you want to use the same references in several units, then you should save such references for the longer assessment (which is often the final
assessment in any given unit) and not use them more than once in an annotated bibliography/literature review assessment."
Details of assesment item
For this assignment, students will be required to write a 1,500-word, briefly annotated bibliography of the most important references for your paper. A4 size paper needs
to be used with 12 pt Times New Roman font and the APA style guidelines should be followed. Details will be discussed in class.
For additional information, please refer to the site below.
http://lib.skidmore.edu/library/index.php/li371-annotated-bib (http://lib.skidmore.edu/library/index.php/li371-annotated-bib)
Due date: 11:59 p.m. (Sunday of WK 7)
Word limit: Minimum 1,500 words (no more than 1,750 words)
 
 

Final research project 

Due Date: 1. In class presentation: WK 12 & WK 13 (PowerPoints should be uploaded on Canvas before presentation.)
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2019/3/7 2. Written research proposal: 11: 59 pm (Sunday of WK 13)
Principles of Strategic Communication G (9110|4)
Weighting Percentage: 50%
 
Addresses learning outcome(s):
On completion of this unit, students will be able to: 1. Demonstrate critical understanding of communication theory and its relevance to an appreciation of
the complexity of human communication;
2. Demonstrate critical understanding of the contemporary communication environment; and
3. Evaluate prospects for successful strategic communication and to apply cognitive and communication skills to a variety of technical situations.
Related graduate attribute(s):
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - take pride in their professional and personal integrity
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic
development

This assessment has two components: 1) presentation and 2) written research proposal.
1. Research proposal presentation (20%)
Students will present their research proposals to the class. For the presentation, students are expected to use PowerPoint (no more than 15 slides). Each presenter will
be allotted 15 minutes.
Final presentation will be graded based on:
Preparation (whether the presenter uploaded his/her PowerPoint onto Canvas at least one day before his/her presentation; whether the presenter demonstrates
familiarity with the topic)
Content & Discussion (whether the presenter conveys his/her ideas in a clear manner; whether the presenter conveys balanced perspectives)
Quality of information/evidence/reasoning (whether the presenter supports his/her points with convincing evidence and/or reasoning)
References (whether the presenter cites references properly; whether the presenter cites academic sources)
Communication skills (whether the presenter engages the class during his/her presentation)
Time management (whether the presenter finishes his/her presentation within 15 minutes/ whether the presenter arrives in class on time)
Due date: WK 12 & WK 13 tutorial sessions
Submission mode: In-class presentations (Students are required to upload his/her PowerPoint on Canvas before presentation.)
2. Written research proposal (30%)
Students will be asked to write a 15-page (double-spaced) research proposal on their chosen topic. References are not included in the word count. The topic for the
research proposal should be approved by the instructor in advance. This paper will consist of introduction, literature review, research questions, and discussion of
methodology. This assignment will give students a chance to think about what issues or agenda matter in the context of strategic communication, synthesize a wide
range of academic sources, find gaps in the literature, and seek to fill the gaps and contribute to the field.
In completing this assignment, your annotated bibliography will play a critical role. Thus, when writing an annotated bibliography, pay particular attention to selection of
articles. Your proposal should include at least 15 academic sources. Letter size paper (8 ½ x 11) needs to be used with 12 pt Times New Roman font and 1-inch margins
for all four sides, and the APA style guidelines should be followed.  
Ideally, students are encouraged to further develop this proposal for their thesis or project in the program.
Due date: 11:59 p.m. (Sunday of WK 13)
Submission mode: A final paper that propose a research should be uploaded on Canvas before the deadline.
 

5b. Assessment Requirements

Submission of assessment items:

Where possible, all assessment items will be submitted online via the teaching site in UCLearn. The first page of each assessment item should include the following information:

Student ID number:
Assessment Name:
Word Count (if applicable):

Students' names are not to be included on any assessment tasks/submission. Only Student ID numbers should be included (as per the Assessment Policy
(https://www.canberra.edu.au/Policies/PolicyProcedure/Index/260) and Assessment Procedures (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/261)).

Assessment items must be submitted to the assignment area in the unit's UCLearn site, relating to that piece of assessment. It is the student's responsibility to upload the correct
and corresponding draft or assessment item, to the right submission section.

Late submissions will only be accepted for a limited period. If more than one late submission is made within that period, only the first late submission will be accepted for marking
and may be subject to penalties as detailed in the Assessment Procedures (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/261).

Extensions
Students can apply for an extension to the submission due date for an assessment item through extenuating, evidenced circumstances (specific details are found in the
Assessment Procedures (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/261)). Extensions must be applied for before the due date. Documentary evidence (e.g.
medical certificate) will be expected for an extension to be granted, however this will not guarantee that the application will be successful. The Unit Convener or relevant
Program Director will decide whether to grant an extension and the length of the extension.

An Assignment Extension form is available from the Student Forms (http://www.canberra.edu.au/current-students/forms) page.

Late submission of assignments without an approved extension will result in a penalty of 5% reduced marks from the total available, per calendar day late. An assignment
submitted over 7 days late will not be accepted.

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2019/3/7 Principles of Strategic Communication G (9110|4)
Special Assessment Requirements:
Information on extensions and special consideration for assessments can be found in the Student Guide to Policies. (http://www.canberra.edu.au/current-students/student-
policies)

Year-Long Units: Students enrolled in year-long units (consisting of a part A and part B unit code) will be allocated a continuing grade (CNTYL) on completion of part A. Once the
student has completed part B, the grade for part A will be updated so that the grades for the two unit codes are the same.

Supplementary Assessment:
Refer to the Assessment Policy (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/260) and Assessment Procedures
(https://www.canberra.edu.au/Policies/PolicyProcedure/Index/261).

Academic Integrity
Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be
acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can
access this module within UCLearn (Canvas) (https://www.canberra.edu.au/myuc-u/) through the 'Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches
submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

6. Student Responsibility

6a Learner Engagement
In order to get the most out of your studies, it is strongly recommended that you plan your time commitments, actively engage in class discussions (online or face-to-face) and
work with your peers as part of your study. The amount of time you will need to spend on study in this unit will depend on a number of factors including your prior knowledge,
learning skill level and learning style. Nevertheless, in planning your time commitments you should note that for a 3 credit point unit the total notional workload over the
semester or term is assumed to be 150 hours. The total workload for units of different credit point value should vary proportionally. For example, for a 6 credit point unit the total
notional workload over a semester or term is assumed to be 300 hours.

6b Inclusion and Engagement

It is strongly recommended that students who need assistance in undertaking the unit because of disability or an ongoing health condition register with the Inclusion and
Engagement Office (http://www.canberra.edu.au/current-students/canberra-students/student-support/inclusion-engagement) as soon as possible so that reasonable
adjustment arrangements can be made.

6c Participation Requirements:
It may be difficult to pass the unit without regularly attending class, given that this unit is a graduate seminar based on class discussions. 

6d Withdrawal:
If you are planning to withdraw please discuss with your Unit Convener. UC College students must also seek advice from the College.

Please see Withdrawal of Units (./?a=124661) for information on deadlines.

6e Required IT Skills:
This unit requires basic computer skills.

6f In-unit costs:
Note: To calculate your unit fees see: How do I calculate my fees? (http://www.canberra.edu.au/future-students/courses/glossary/fees-and-contributions/how-are-your-fees-
calculated). The online UC Co-op Textbook Search (http://www.coop.com.au/textbook/search/university-of-canberra) is available for purchasing text books.

6g Work Placement, Internships or Practicums:

None

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2019/3/7 7. Student Feedback Principles of Strategic Communication G (9110|4)

All students enrolled in this unit will have opportunities to provide anonymous feedback on the unit. This will be posted on your InterFace page at the beginning, middle and end
of the teaching period. InterFace can be accessed through MyUC (https://www.canberra.edu.au/myuc-u/).

8: Authority of this Unit Outline

Any change to the information contained in Section 2 (Academic content), and Section 5 (Assessment) of this document, will only be made by the Unit Convener if the written
agreement of the Program Director and a majority of students has been obtained; and if written advice of the change is then provided on the unit site in UCLearn. If this is not
possible, written advice of the change must be then forwarded to each student enrolled in the unit at their registered term address. Any individual student who believes
him/herself to be disadvantaged by a change is encouraged to discuss the matter with the Unit Convener.

(/coursesandun
view?
proposal_id=68
ENQUIRE APPLY (HTTP://WWW.CANBERRA.EDU.AU/FUTURE-
(HTTP://WWW.CANBERRA.EDU.AU/FUTURE- STUDENTS/APPLY-NOW)
STUDENTS/ENQUIRE-ONLINE)

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FREQUENTLY ASKED QUESTIONS (HTTP://WWW.CANBERRA.EDU.AU/FUTURE-STUDENTS/FREQUENTLY-ASKED-

QUESTIONS)

Supporting Links
Domestic Entry Requirements for Undergraduate and Postgraduate Coursework courses (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/249)

Domestic Entry Requirements for Higher Degree by Research courses (https://www.canberra.edu.au/Policies/PolicyProcedure/Index/204)

International Entry Requirements (http://www.canberra.edu.au/future-

students/international-
Alternative Entry Programs (http://www.canberra.edu.au/future-
students/entry-
students/apply-
requirements)
Study Styles (http://www.canberra.edu.au/current-
now/alternative-
students/study-entry)
Scholarships by Student Category (http://www.canberra.edu.au/future-
styles)
students/scholarships-
Australian Credit Transfer Arrangements
and- (http://www.canberra.edu.au/future-
students/credit/australian-
financial-
Related courses support)credit-
transfer-
arrangements)
Bachelor of Vision Science (372JA.2) (http://search.canberra.edu.au/s/redirect?
collection=courses&url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_cd%3D372JA%
Bachelor of Public Health (158JA.4) (http://search.canberra.edu.au/s/redirect?
of-
collection=courses&url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_cd%3D158JA%
Vision-
Bachelor of Human Nutrition (686AA.6)of- (http://search.canberra.edu.au/s/redirect?
Science%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
collection=courses&url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_cd%3D686
Public-
of-
Bachelor of Engineering Technology (ITB101.1)
of- (http://search.canberra.edu.au/s/redirect?
Health%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Health%26year%3D2019&index_url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_c
Human- collection=courses&url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_cd%
Bachelor of Health Science (Nutritionof-
of-
Studies) (HLB102.1)
of- (http://search.canberra.edu.au/s/redirect?
Nutrition%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Health%26year%3D2019&index_url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcourse_cd
Vision-
of- Engineering-collection=courses&url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fc
of-
Science%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
of-
Technology%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Health%26year%3D2019&index_url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcourse%3Fcours
Public-
of-
of- of- Health-
Health%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Health%26year%3D2019&auth=UtpdHyoVfJwKPKv2rKlBQw&profile=_default&rank=2&query=-
of- Human- Science- Science-
B%3Amajors+D%3Aopen+%7CO%3A%22%24%2B%2B+2019+%24%2B%2B%22)
and- %28Nutrition-
Nutrition%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Health%26year%3D2019&auth=kVt7gm80zd8NWMxKyK%2Fv4g&profile=_default&rank=3&query=-
of- Studies%29%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Technology%26year%3D2019&index_url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2Fcour
B%3Amajors+D%3Aopen+%7CO%3A%22%24%2B%2B+2019+%24%2B%2B%22)
STUDY ABROAD (HTTP://WWW.CANBERRA.EDU.AU/CURRENT-STUDENTS/STUDY-
of- of-
Health%26year%3D2019&auth=%2BYSGTJcNcnQ4%2FgzO0xzK7Q&profile=_default&rank=4&query=-
Engineering-Health%26year%3D2019&index_url=https%3A%2F%2Fwww.canberra.edu.au%2Fcoursesandunits%2
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ABROAD/TRAVEL-OS) of-
Technology%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
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Science- Science-
and- %28Nutrition-
Studies%29%26location%3DBRUCE%26rank%3DAAA%26faculty%3DFaculty-
Technology%26year%3D2019&auth=2GbaBGqa%2BPHIan3GXBuNRw&profile=_default&rank=5&query=-
of-
B%3Amajors+D%3Aopen+%7CO%3A%22%24%2B%2B+2019+%24%2B%2B%22)
Health%26year%3D2019&auth=uk7QywttwKQImsAxwZ3dBw&profile=_default&rank=6&query=-
B%3Amajors+D%3Aopen+%7CO%3A%22%24%2B%2B+2019+%24%2B%2B%22)

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