GRADUATE SCHOOL
Marketing Communication and Public Relations
MCPR 569 | Course Introduction and Application Information
| Course Name |
Public Relations Theory and Practice
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
MCPR 569
|
Fall
|
3
|
0
|
3
|
7.5
|
| Prerequisites |
None
|
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| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
Second Cycle
|
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| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionCase StudyQ&ALecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The purpose of this course is to develop an understanding of the theoretical body of knowledge in public relations and its application to practice. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | Considering the role of ethics in different theoretical approaches, this course develops an understanding of the theoretical body of knowledge in public relations and its application to practice. Through readings and discussion students will examine how public relations theory has evolved over time and has become more welcoming of diverse ideas and research methodologies. |
|
|
Core Courses |
X
|
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Meeting & Informing | |
| 2 | Understanding Public Relations Evolution of PR: From the past to the future | Fawkes, J. (2018). “The evolution of PR research- An overview”, Communication &Society, Vol. 31(4) pp. 159-171 pg. 159-160, Introduction |
| 3 | PR in different settings Strategic PR process: Four-step models | Smith, R. D. (2009). Strategic planning for public relations. 3rd ed. Routledge. pg.10-16 |
| 4 | Four models of PR (presentations) • Press Agentry Model,(1) • Public_information Model (1) • Two-way Assymetrical Model (1) • The dominant paradigm: Organization centered perspective, Systems theory & two-way symmetrical model (1) The praxis-centered PR approach: Excellence theory | Lattimore, D., Baskin, O. , Heineman, S.T., Toth, E.L. (2009) “Public Relations: The profession and the practice”, 4th. Ed., NY: McGraw Hill. Chapter 3: A theoretical Basis for Public Relations ISBN 978-0-07-131578-4 Noam Chomsky on Edward Bernays: A Critical perspective: https://www.youtube.com/watch?v=7ddVmKSAOo |
| 5 | Discussion & practice on the organization-centered perspective Classroom teamwork on the given subject | |
| 6 | Rhetoric & Advocacy perspective CSR &rhetorics | Heath, R.H. (2000). “A Rhetorical Perspective on the Values of Public Relations: Crossroads and Pathways Toward Concurrence”, Journal of Public Relations Research, 12 (1), pp.69-91 Pg. 69-78 M. Brennan, N., & M. Merkl-Davies, D. (2014). Rhetoric and argument in social and environmental reporting: the Dirty Laundry case. Accounting, Auditing & Accountability Journal, 27(4), 602-633. |
| 7 | Advocacy perspective II- Presentations/ Discussion * Employee relations **Community relations | Ihlen,O. (2011) On Barnyard Scrambles:Towards a rhetoric of PR, Management Communication Quarterly, 25(3),455-473 Thelen, P. D. (2020). Internal communicators’ understanding of the definition and importance of employee advocacy. Public Relations Review, 46(4), 101946. Allagui, I., & Breslow, H. (2016). Social media for public relations: Lessons from four effective cases. Public relations review, 42(1), 20-30. |
| 8 | Relationship management approaches: Dialog *Dialogic comm & social media *Crisis communication | * Kent, M. L. (2013). Using social media dialogically: Public relations role in reviving democracy. Public relations review, 39(4), 337-345. **Yuncg, J. Q. X., Cheong, A. W. H., Seng, A. I. N., & Li, K. J. (2020). Towards a Dialogic Approach: Crisis Communications and Public Reactions in the World’s Most Densely Populated City to Tackle COVID-19. Asian Journal for Public Opinion Research, 8(3), 265–296. https://doi.org/10.15206/ajpor.2020.8.3.265 *** Arslan, C. (2019). An analysis of Instagram’s dialogical communication building potential in Turkish theater institutions. Sanat ve Tasarım Dergisi, 9(1), 84-98. |
| 9 | Critical and cultural approaches Activist PR: Dissent and protest PR | Moloney, K., McQueen, D., Surowiec, P. and Yaxley, H. (2012). Dissent and protest public relations. Papers and discussion from the Dissent and Public Relations seminar series, October-December 2012. Bournemouth University https://research.bournemouth.ac.uk/wp-content/uploads/2013/10/Dissent-and-public-relations-Bournemouth-University.pdf |
| 10 | Qualitative Research and Academic Writing Workshop - Introduction | |
| 11 | Qualitative Research and Academic Writing Workshop - Literature Review | |
| 12 | Qualitative Research and Academic Writing Workshop - Methodology and Analysis | |
| 13 | Qualitative Research and Academic Writing Workshop - Feedback | |
| 14 | Qualitative Research and Academic Writing Workshop - Feedback | |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks |
|
|
| Suggested Readings/Materials |
|
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation |
1
|
10
|
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
20
|
| Presentation / Jury |
1
|
30
|
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm | ||
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
3
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
5
|
70
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
32
|
32
|
| Presentation / Jury |
1
|
35
|
35
|
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
0
|
||
| Final Exam |
1
|
40
|
40
|
| Total |
225
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to evaluate the field of Marketing Communication and Public Relations from the perspective of integrated communication. |
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| 2 | To be able to develop knowledge about existing theories and principles in the field and evaluate the acquired knowledge with a critical approach. |
X | ||||
| 3 | To be able to follow the latest developments and research in the field and reflect them to studies systematically. |
|||||
| 4 | To be able to create new information that will contribute to the field by integrating the connections between different disciplines (marketing, advertising, public relations, corporate communication, marketing communication, etc.) in which Marketing Communication and Public Relations field is involved. |
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| 5 | To be able to analyze reflections of current consumption dynamics on consumers. |
|||||
| 6 | To be able to develop synthesis and evaluation skills related to issues in the field. |
X | ||||
| 7 | To be able to perform studies within the framework of scientific ethical rules about issues related to the field. |
X | ||||
| 8 | To be able to design and implement an original research project on topics discussed in the field of Marketing Communication and Public Relations. |
|||||
| 9 | To be able to follow developments in new technologies of media and communication, as well as new methods of production, new media industries, and new theories in the field of marketing communications and public relations; and to be able to communicate with international colleagues in a foreign language. (“European Language Portfolio Global Scale”, Level B2) |
X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest