Media and Communication Studies: Communication and Organising
Syllabus, Bachelor's level, 2IV159
- Education cycle
- First cycle
- Main field(s) of study and in-depth level
- Media and Communication Studies G1N
- Grading system
- Fail (U), Pass (G), Pass with distinction (VG)
- Finalised by
- The Department Board, 25 October 2018
- Responsible department
- Department of Informatics and Media
General entry requirements
On completion of the course, the student should be able to:
Describe and explain the meaning of key concepts in communication, organising and organisation, and how these concepts relate to one another.
Describe how theory about the relationship of communication, organising and organisation have evolved over the past three decades.
Describe different perspectives of communication, and the consequences for the communication and organising.
Describe the historical development of the dominant perspectives organisation of theoretical and schools as well as communication features and importance within these.
Describe alternative perspective on the organisation and management, and communication features and importance within these.
With a critical approach be able to discuss the relationship between communication, organising and organisation.
The aim of the course is that students should acquire a basic understanding of communication processes in relation to organising. The course begins with a historical review of how the perception of communication, organisations and organising have changed from the early 1900s until today. This dealt with the connection to classical, modern and postmodern perspectives on organising. Furthermore, the course brings up theories that deal with the relationship of communication, organising and organisation have evolved in recent decades. This includes communicative dimensions and key concepts such as meaning, organisational culture, leadership and change.
Lectures, guest lectures and seminars.
The course is examined through active participation in compulsory activities, written assignments, and a written exam.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator or a decision by the department's working group for study matters.