PUBRL301-21A (HAM)

Stakeholder and Community Engagement

15 Points

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Division of Management
School of Management and Marketing

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: helena.wang@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: nat.enright@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper adopts a 'flipped and blended learning' pedagogical approach to develop your practical skills around ethical collaborative communication and relationship engagement activities with a diverse range of stakeholders within our communities. You will critically reflect on your values, some key theories relating to community, communication and stakeholder engagement and practices. You will also develop competencies in planning, facilitation, and analysis of designing and delivering stakeholder communications. This paper aims to get you involved in a real organisational and community issues. Assignments will focus your thinking, reflection and practices on identifying and facilitating communication around an issue for stakeholders in our local communities.

This paper is also delivered in Flexi-mode. It is possible to complete this paper online. For more details, please see Moodle.

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Paper Structure

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The course is structured around "Flipped" and Blended Learning" practices and pedagogical perspectives.

For me: This method of teaching relies on the stamina, experience, knowledge and expertise of the facilitator i.e. having some lived experience, credible knowledge, research in the area and stakeholder relationships is important for teaching in this way. This means that I facilitate and create structure, boundaries and activities to develop your thinking/learning.

For you: It means you are expected to be active participants who plan, analyze and prepare for our face-to-face class before we meet each week. Our face-to-face time is active and then can become personalized learning through - inquiry, activities and project based learning discussions and activities. Your lived experiences, community work, wider knowledge base are important for this class as we consider communication with community stakeholders for social change. There will be activities on Moodle that will form the in-class participation assignment - in flipped and blended learning - students cover content outside and before the face-to-face workshop session with the teaching team.

Please keep a note of the schedule and during the course refer to the Moodle schedule. There will be short video lecture recording for you to access (either completed by Cheryl or by another credible source), guest lecturers, discussion sessions, planning sessions (so no formal class) and times when you will be asked to bring something to class for our activity/discussion.

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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • 1. Identify the advantages and disadvantages of different stakeholder practices for effective and ethical change communication
    Linked to the following assessments:
  • 2. Plan and design ethical stakeholder and community engagement communication strategies for interventions
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  • 3. Participate in opportunities to practice and critically reflect on skills for developing dialogue in stakeholder consultation
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  • 4. Critically review theories and apply the appropriate planning tools that integrate effective dialogue, engagement to understand the elements of ethics, power and risk for stakeholder and community engagement social change plans
    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. INDIVIDUAL 1: ONGOING CLASS Participation & Engagement
7 Jun 2021
11:30 PM
18
  • In Class: In Lecture
  • Online: Submit through Moodle
2. INDIVIDUAL 2: Case Study Review
12 May 2021
11:30 PM
27
  • Online: Submit through Moodle
3. GROUP 1: Client Creative Stakeholder Intervention
3 Jun 2021
5:00 PM
25
  • In Class: In Lecture
  • Online: Submit through Moodle
4. INDIVIDUAL 3: Critical Reflection on Communication Engagement
9 Jun 2021
11:30 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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All readings and other material for assignments and class discussion will be placed in the relevant sections in Moodle.
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Recommended Readings

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Recommended readings will be placed in Moodle. These will consist of academic articles and also other articles/information from other sources used.

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Other Resources

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Moodle - other course resources will be placed in Moodle.
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Online Support

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Online support: Moodle, Announcements, and mini video recordings
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Workload

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15 point paper = 150 hours over the course of the semester

This workload is spread over activities, thinking, reading that you do - outside as well as inside the classroom.

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