What does the future of research-led teaching look like?

1. What does the future of research-led teaching look like? SALT Conference 2019 Dr Sian Rees Media & Communication

2. Research-Led Teaching Aims • How do you inspire second year undergraduates to develop an interest in research methods, concepts and ideologies? • University’s ambitions to be an innovator in research-led teaching • Research / Teaching Nexus Symposium in June 2018 here at Swansea University • Development of a research-led teaching approach and framework for the teaching of public relations research and practice to second year undergraduate students

3. Research-Led Teaching Research–led or research–based undergraduate curricula, Jenkins, A. ; Healey, M. 2012, University Teaching in Focus: A Learning-Centred Approach, pp.128-144

4. Jenkins & Healey 2012 • Two axes • 1) the ways students may be engaged in research and inquiry as audience or participants • 2) emphasising research content or research processes and problems • ‘all four ways of engaging student with research and inquiry are valid and valuable’ • ‘curricula can and should contain elements of them all’ • Jenkins & Healey argue that students should spend more time in the top part of the quadrant – engaging in research discussion and undertaking research Research–led or research–based undergraduate curricula, Jenkins, A. ; Healey, M. 2012, University Teaching in Focus: A Learning-Centred Approach, pp.128-144

5. Second Year: PR Theory • Students explore a range of public relations theories and consider the impact public relations has on society • Themes include: persuasion, propaganda, PR and politics, popular culture, digital PR, and crisis management • Assessment 1: critical review of academic writing on PR and propaganda • Assessment 2: choice of essay topics relating to contemporary theory

6. MSP200R PR Theory Changes • Reconstructed MSP200R module • Whilst achieving good student feedback, attendance was flagging • Wanted to inspire students and stretch them intellectually beyond essay-writing • Wanted to take them out of their comfort zone

7. Assessment 1 (1) CRITICAL REVIEW OF TWO ACADEMIC JOURNAL ARTICLES: 1500 WORDS (40%) • Compare and contrast the two academic journal articles below which cover the subject of PR and propaganda. You need to summarise the articles and critique the argument and research approach presented by each set of authors. You should also use your wider reading of the subject area to consider the arguments presented in the light of other academic authors’ ideas. • Chang, T. & Lin, F. (2014) ‘From propaganda to public diplomacy: Assessing China’s International practice and its image, 1950-2009’ in Public Relations Review, Vol 40, pp.450-458 • Myers, C. (2015) ‘Reconsidering propaganda in U.S. public relations history: An analysis of propaganda in the popular press 1810-1918’ in Public Relations Review, Vol. 41, pp.551-561

8. Assessment 2 (2) PR RESEARCH PROJECT & POSTER: 2250 WORD (60%) You will undertake and present a public relations research paper which will contain: • A literature review of relevant academic literature • Application of one research methodology to a data set of relevant material • Discussion and conclusion • A poster presenting the research Choose ONE question from the list below for your research project, statingclearly at the top of your paper which question you have chosen to answer: • How has Greenpeace used press agentry techniques to drive the media agenda? • How has Apple used narratives of corporate social responsibility to position itself as a good corporate citizen? • How United Airlines manage crisis communications relating to the removal of a passenger from one its aircraft in April 2017?

9. Assessment 2 • Use ONE of the following research techniques to analyse material from the case study organisation. Choose 10 items to analyse. These might be, for example, news media coverage, social media posts/pictures/videos, web pages, corporate reports etc. Choose ONE analysis technique from: • Discourse analysis • Semiotic analysis • Content analysis • Produce an A4 poster displaying the results of your research findings. Include an appendix with supporting evidence / charts to demonstrate the thoroughness of the research you have undertaken.

10. Semiotics • Signifier (brand name / image) has no meaning in its own right; acquires meaning through association in order to signify a concept or idea • Signified – a connotative communication – generates personal associations and feelings • Signs are linked with meanings. Semiotic study ‘decodes’ the meanings (Rosenbaum et al 2012:67) Have a go at the seminar exercise on semiotics

11. Results for MSP200R

12. Industry Integration • Digital Workshop • Joe Tucker ex-media student, marketing executive • Managing Director, Kim Connerstreich • Traffic Jam Media – social media agency • Applying digital PR for real clients • Using social media analytics and data research for clients

13. Linking to Third Year Dissertation • Linked with the College of Arts & Humanities dissertation symposium • Showed students how this module would connect to their future academic research career in their third year. • Students have anecdotally discussed how they feel better prepared for third year dissertations

14. Results for MSP200R • Mean: 62.56 (up from 59.79 in 2017-18). • Student Feedback 4.3 to 4.9 (teaching 4.9). • “The seminars offered a better understanding” • “I've really enjoyed this module, really appreciated the help” • “Drives a discussion rather than spoon feeding answers” • Better attendance at both lectures and seminars

15. Cross-curricula Approach

16. Research-Led Teaching • It is possible to develop a research mind-set in undergraduate students • Innovative ways can be used to inspire students to engage with theory and research methods • Research can be brought to life by demonstrating its real-world context Consider how you can introduce different aspects of research into your own teaching