Organizational Communication (3cr)

Objectives (course unit)

This course covers various aspects of organizational communication, including theoretical background and practical communication activities. It deals with written, verbal and non-verbal communication, focusing on clarity and appropriateness in all situations.

After completing the course, the students will be able to:
• Demonstrate familiarity with theories of organizational communication.
• Adapt their communication style according to a range of interpersonal factors, such as relative status, degree of familiarity, and cultural norms.
• Use spoken English and non-verbal language effectively in face-to-face communication.
• Produce written English texts which meet set norms regarding lay-out, organization, and accuracy.
• Learn the basics of public relations

Content (course unit)

• What are the essentials for effective organizational communication?
• What are internal communications and public relations?
• With what communities, groups and individuals do organizations need to communicate?
• What factors affect the appropriate degree of formality and level of detail required in both face-to-face and written communication?
• What are the different channels, communication vehicles and activities needed?
• What discourse types and communication tools are typically used in organizational communication?
• How to measure success in communication?

Exam schedules

No exam. Students will produce a portfolio of work evidencing their competence.

Assessment methods and criteria

Evaluation of learning will include assessment by self, peer and teacher. Grading criteria rubrics will be provided for all assessed tasks and will be based on the principles of authentic learning and assessment and use the SOLO framework – “Structural Observation of Learning Outcomes” (Biggs and Collis, 1982, Biggs 1999). See generic criteria provided below.

Teaching methods

Teaching strategies will include lectures, discussion, facilitation, group and individual work. Active participation and collaboration will be essential. Flipped classroom strategies will be also employed for some activities. Students will be expected to demonstrate their learning by presenting work in writing, visually, orally and in presentations.
The class will fully support the business simulation project and link tasks directly to activities in the simulation to provide an authentic learning experience.

Learning materials

Materials will be provided online in the LMS and are expected to be supplemented by the student’s own research and enquiry based learning.

Student workload

Time and effort as required 3 ECTS credit course = Approx 80 hours.

Content scheduling

A learning plan of contents will be negotiated at the beginning of the course and to support the work of the business simulation.

Completion alternatives

Not applicable.

Practical training and working life cooperation

The course is fully supportive of the business simulation project the students are undertaking and is based on real life experience of working business and commerce.

International connections

The course will examine international organizational communication. Students will consider and reflect upon the impact and diversity of culture to organizational communications, using examples from the instructors and student’s experiences.

Further information

None.

Assessment criteria - fail (0) (Not in use, Look at the Assessment criteria above)

(0) = No recognition of appropriate concept or relevant processing of information. Students’ works under this category have poor structure, irrelevant detail and some misinterpretation of the question, showing little logical relationship to the topic and poor use of examples.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

(1) = Preliminary processing but task is not approached appropriately. Students’ works under this category have poor structure. Dogmatic presentation of a single solution to the set task. This idea may be restated in different ways. Little support from the literature.
(2) = Some aspects of task addressed but no relationship of facts or concepts. Students’ works under this category are poorly structured. A range of material has been selected and most of the material selected is appropriate.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

(3) = Several concepts are integrated so coherent whole has meaning. Students’ works under this category are fairly well-structured. Some issues identified. Attempt at a limited framework. Most of the material selected is appropriate.
(4) = Work is well-structured with a clear introduction and conclusion. Framework exists which is well-developed. Appropriate material. Content has logical flow, with ideas clearly expressed. Clearly identifiable structure to the argument with discussion of differing views.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

(5) = Coherent whole is generalized to a higher level of abstraction. Students’ works under this category are well-structured with clear introduction and conclusion. Issues clearly identified; clear framework for organizing discussion or stages of problem solving; appropriate material selected. Evidence of wide reading from many sources. Clear evidence of sophisticated analysis or innovative thinking.