|Psychosociology of Communication||794PCOM|
|1||Master||Communication Sciences (Public Relations, Marketing and Advertising)||3 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|- To integrate methods, techniques, concepts, models and theories in the area of Social Psychology of Communication;|
- To select appropriate methods and techniques in social psychology of communication;
- To determine relevant characteristics of individuals and groups through understand the processes of social psychology of communication;
- To improve oral and written communication skills.
|Topic I - The role of communication in authentic organizations.|
Topic II - Organizational Communication
- Diagnosis of communication, implementation of change and evaluation.
- Communication and planned organizational change: Unbinding and Outplacement.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|Topic I - The syllabus privileges the deepening of specific theoretical subjects in the area of communication psycho-sociology, thus allowing to reach the objectives of the curricular unit.|
Topic II - The program content emphasizes the deepening of the practical application of concepts, models and theories in the field of communication psychosociology in the organizational context: Realization of communication diagnosis, implementation of change and evaluation of results; Communication and planned organizational change: Unbinding and Outplacement.
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include theoretical lecturing, research, reading and discussion of specific references, as well as thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Topics I and II - Theoretical exposition of contents, for characterization of each theoretical theme and its application; individual and group discussion of cases for different issues in psychosociology of communication; presentation of texts and films that take into account the different themes addressed. It is intended with this methodology that the student demonstrates the ability to integrate knowledge, deal with complex issues, develop solutions, solve problems, and/or make judgments in diverse situations (new, unfamiliar, complex), especially those that highlight relevant social and ethical issues. To this end, the learning methodology promotes the student's ability to communicate their knowledge and reasoning in a clear and objective way, to different groups of people (specialists and non-specialists). As a major objective of this teaching-learning methodology, it seeks to strengthen the competences that allow the student to learn throughout life, in a self-oriented and autonomous way.|
|[ ] Chabrol, C., & Radu, M. (2010). Psicologia da comunicação e persuasão. Epigénese Desenvolvimento e Psicologia. Lisboa: Instituto Piaget. [UFP]|
[ ] Mourão, R. M., & Miranda, S. (2017). A comunicação organizacional enquanto conceito e processo: perceções de professores universitários; formadores e gestores de comunicação. In: Congresso SOPCOM, 10º: Ciências da comunicação: vinte anos de investigação em Portugal, (livro de resumos, pp. 2-3) Viseu, (IP).[Online]
[ ] Rego, A. (1999). Comunicação nas organizações. Lisboa: Edições Sílabo. [UFP]
[ ] Tubbs, S., & Moss, S. (2008). Human communication: Principles and contexts. New York, NY: McGraw-Hill. [UFP]
[ ] Thornthwaite, L. (2018). Social media and dismissal: Towards a reasonable expectation of privacy? Journal of Industrial Relations, 60(1), pp. 119-136. [B-On]
[ ] Vardarlier, P. (2016). Strategic approach to human resources management during crisis. Procedia – Social and Behavioral Sciences, 235, pp. 463-472. [B-On]