FACULTY OF COMMUNICATION
Department of Public Relations and Advertising
PRA 495 | Course Introduction and Application Information
| Course Name |
Public Relations Project Analysis
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
PRA 495
|
Fall/Spring
|
3
|
0
|
3
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkProblem SolvingCase StudyQ&ALecture / Presentation | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | In this course, the aim is to make contributions to project production process by transferring students the fundamentals and skills of successful public relations project implementations. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | In this course, students will develop their skills and knowledge to make contributions to the project production process of public relations in categories such as corporate communication, corporate social responsibility, marketing communication, agenda setting, crisis management, internal communication and nongovernmental organizations. |
|
|
Core Courses | |
| Major Area Courses |
X
|
|
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Meeting and informing Strategic PR planning process | |
| 2 | Phase 1- Formative research : Analyzing the situation; the organization and the publics | Smith, R. D. (2009). Strategic planning for public relations. Routledge. pp.17-77 |
| 3 | Phase 2-Strategy: Establishing goals & objectives; formulating action and response strategies; developing message strategy | Smith, R. D. (2009). Strategic planning for public relations. Routledge. pp.77-183 |
| 4 | Phase 3- Tactics: Selecting Communication tactics; Implementing the strategic plan | Smith, R. D. (2009). Strategic planning for public relations. Routledge. pp.183-271 |
| 5 | Phase 4- Evaluative research | Smith, R. D. (2009). Strategic planning for public relations. Routledge. pp.271-297 |
| 6 | Classroom teamwork: Project analysis *Selection of the end of term project topics | |
| 7 | Midterm exam | |
| 8 | Social media PR campaigns: Public Awareness • Chipotle: Scarecrow campaign • Melbourne Metro System: Dumb ways to Die campaign | Allagui, I., & Breslow, H. (2016). Social media for public relations: Lessons from four effective cases. Public relations review, 42(1), 20-30. |
| 9 | Social media PR campaigns: Marketing PR • Oreo: You can dunk in the dark • Lego: Rebuild the world | Allagui, I., & Breslow, H. (2016). Social media for public relations: Lessons from four effective cases. Public relations review, 42(1), 20-30 Van Wyk, I. (2019). Public Relations case study: LEGO.V (web link) |
| 10 | Crisis Communication & reputation management • BP &Deepwater horizon oil spill • Southwest airlines to restore public trust | Kanso, A. M., Nelson, R. A., & Kitchen, P. J. (2020). BP and the Deepwater Horizon oil spill: A case study of how company management employed public relations to restore a damaged brand. Journal of marketing communications, 26(7), 703-731. Kanso, A., & Grassmuck, L. (2020). A crisis in the air: analyzing public relations at southwest airlines to restore public trust. In Competition Forum (Vol. 18, No. 1/2, pp. 148-156). American Society for Competitiveness. |
| 11 | Corporate Social Responsibility • The Starbucks: Race together campaign | Logan, N. (2016). The Starbucks Race Together Initiative: Analyzing a public relations campaign with critical race theory. Public Relations Inquiry, 5(1), 93-113. |
| 12 | Nation branding • Visit Rwanda campaign | Voets, T.Y. (2023). “Visit Rwanda”: a well primed public relations campaign or a genuine attempt at improving the country’s image abroad?. Place Brand Public Dipl 19, 143–154 |
| 13 | NGOs and Public Relations • No Pesticides on my plate campaign | Bicakci, A. B. (2021). Public Relations towards Member Engagement in Advocacy Networks: the ‘No Pesticides on My Plate’Campaign. Revista Română de Comunicare şi Relaţii Publice, 23(2), 23-44. |
| 14 | Discussions of the group projects | |
| 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 | ||
| Presentation / Jury |
1
|
20
|
| Project |
1
|
20
|
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
20
|
| Final Exam |
1
|
30
|
| Total |
| Weighting of Semester Activities on the Final Grade |
4
|
70
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
| 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
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
0
|
||
| Presentation / Jury |
1
|
14
|
14
|
| Project |
1
|
15
|
15
|
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
15
|
15
|
| Final Exam |
1
|
30
|
30
|
| Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
||
| 1 | To be able to critically interpret theories, concepts, methods, instruments and ideas that form the basis of Public Relations and Advertising field. |
X | ||||
| 2 | To be able to collect and use necessary data to produce content in the field of Public Relations and Advertising with scientific methods. |
X | ||||
| 3 | To be able to use theoretical knowledge gained in the field of Public Relations and Advertising in practice. |
X | ||||
| 4 | To be able to use analytical thinking skills in the field of Public Relations and Advertising. |
|||||
| 5 | To be able to convey creative ideas and solution suggestions supported by scientific data in written and oral form to stakeholders. |
X | ||||
| 6 | To be able to take responsibility as individual and group members to solve problems encountered in the practice of Public Relations and Advertising field. |
|||||
| 7 | To be able to develop solutions that favor public good and raise awareness by having knowledge about regional, national and global issues and problems. |
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| 8 | To be able to relate the basic knowledge of other disciplines supporting the field of Public Relations and Advertising with his/her own field of expertise. |
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| 9 | To be able to use the knowledge, skills and competencies acquired by following regulations, innovations, changes, current developments, and occupational health and safety practices closely in the field of Public Relations and Advertising; in a lifelong manner and for individual and social purposes. |
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| 10 | To be able to collect, interpret and share data by considering social, scientific and professional ethical values in the field of Public Relations and Advertising. |
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| 11 | To be able to collect data in the areas of Public Relations and Advertising and communicate with colleagues in a foreign language ("European Language Portfolio Global Scale", Level B1) |
|||||
| 12 | To be able to speak a second foreign at a medium level of fluency efficiently. |
|||||
| 13 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
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*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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