Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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HIT441 | PERSUASION THEORIES IN COMMUNICATION SCIENCES | 5 | 3 | 3 | 5 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Elective |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. ÇAĞLA TUĞBERK ARIKER |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | This course aims to evaluate the approaches and theories about the concept of persuasion in terms of interpersonal and mass communication. |
Contents of the Course Unit: | Contents of the course include the subjects such as Aristotle and rhetoric, summarizing the activities of persuasion from past to present, Explanation of elements of persuasion, Explanation of systematic approaches to persuasion, Explanation of persuasion theories, Explaining how persuasion occurs in mass media, Explaining how persuasion occurs in face to face communication, Explanation of the agenda-setting theory, explanation of Spiral of Silence, Comparison of persuasion theories, Explaining the characteristics of persuasive communication, Describing the characteristics of attitude and behaviour. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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List at least 3 features of persuasive communication |
List at least 3 of the persuasion items. |
Explain the connection between communication and persuasion through a case study |
Infer about attitudes and behaviours or conduct of existing attitudes and behaviour with reference to daily relationships |
Compare sample public relations and advertising practices through persuasion theories |
Distinguish the difference between informative communication and manipulation with the help of a case study |
Evaluate the change in the approach to persuasion from past to present over a given reading |
Explain at least 4 reasons of resistance to persuasion |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
1 | Reading the related subject in the coursebook | Presentation of the course content | Lecture & Question and Answer |
2 | Reading the related subject in the coursebook | Concept of Persuasion, Persuasion Process I: Source | Lecture & Question and Answer |
3 | Reading the related subject in the coursebook | Persuasion process II: Message, Medium, Receiver / Target (Audience), Effect | Lecture & Question and Answer |
4 | Reading the related subject in the coursebook | Attitude Concept, Attitude Formation, Attitude Change | Lecture & Question and Answer |
5 | Reading the related subject in the coursebook | Aristotle and Rhetoric, Mass Psychology | Lecture & Question and Answer |
6 | Reading the related subject in the coursebook | Motivation Concept, Motivation Process, Homeostasis, Need, stimulation, Impulse and Behavior Relations, Motivation Tools Used in Corporations | Lecture & Question and Answer |
7 | Reading the related subject in the coursebook | Basic Motivation Theories, Hedonism, Hull's S-R Theory, Psychoanalysis | Lecture & Question and Answer |
8 | - | MID-TERM EXAM | - |
9 | Reading the related subject in the coursebook | Theories of Personality I: Alfred Adler, Eric Berne, Karen Horney | Lecture & Question and Answer |
10 | Reading the related subject in the coursebook | Theories of Personality II: Carl Gustav Jung | Lecture & Question and Answer |
11 | Reading the related subject in the coursebook | Needs Theories I: Maslow's Hierarchy of Needs Theory and Frederick A. Herzberg's "Two Factor Theory" | Lecture & Question and Answer |
12 | Reading the related subject in the coursebook | Needs Theories II: Alderfer's ERG Theory, Murray's Psychogenic Needs Theory, Mc Clelland and Atkinson's Need achievement theory | Lecture & Question and Answer |
13 | Reading the related subject in the coursebook | Mental Theories, Value-Expectation Theories, Vroom's Expectancy Theory, Porter and Lawler's Expectancy Theory,, Locke's Goal Setting Theory, Adams' Equity Theory | Lecture & Question and Answer |
14 | Reading the related subject in the coursebook | Equilibrium and Harmony Theories: Jean Piaget's theory of cognitive development, Fritz Heider's Balance Theory and Attribution Theory, Leon Festinger's cognitive Dissonance Theory | Lecture & Question and Answer |
15 | Reading the related subject in the coursebook | Basic Persuasion Techniques | Lecture & Question and Answer |
16 | - | FINAL EXAM | - |
17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
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Karadoğan Doruk, E. (2015). İknanın Sosyal Psikolojisi Temel Kavramlar ve Kuramlarıyla. İstanbul: Derin Yayınları |
Savaş, S. (2016). Arketipsel imgelerin ikna boyutu ve Türk reklamlarında görülme sıklığı üzerine bir araştırma. (Yayınlanmamış yüksek Lisans Tezi). İstanbul Üniversitesi |
DeVito, J. A. (2010), Kişilerarası İletişim,. Ankara: Gazi Üniversitesi İletişim Fakültesi Yayınları |
Petty, R. E. (2018). Attitudes and persuasion: Classic and contemporary approaches. Routledge. |
Petty, R. E., ve Cacioppo, J. T. (2012). Communication and persuasion: Central and peripheral routes to attitude change. Springer Science & Business Media. |
Perloff, R. M. (1993). The dynamics of persuasion. Lawrence Erlbaum Associates, Inc. |
Karadoğan Doruk S. ve Savaş, S. (2017). Benzer Sektörde Faaliyet Gösteren Kurumların Kuruluş Tarihi Sıralamasının Kurum Kültüründe Ortaya Çıkan Yansımaları: Alfred Adler Üzerinden Coca Cola ve Pepsi Kurumları Üzerine Bir Değerlendirme. İstanbul Üniversitesi İletişim Fakültesi Dergisi| Istanbul University Faculty of Communication Journal, (53): 103-137. |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Define the theories, concepts and principles of the basic and sub-fields of business.
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2 |
Explain business functions and processes based on current scientific sources.
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KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Relate internationally valid business cases with the theories and concepts of other social sciences.
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SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Explain the current events and facts in his / her field analytically and systematically based on advanced knowledge and skills he / she has.
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SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Use the theoretical and factual knowledge in business for occupational practices.
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2 |
Solve individual and organizational problems in business life.
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3 |
Use computer programs (SPSS, R, Excel, Stata) efficiently against the complex business problems.
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OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Plan research and work using knowledge and skills gained in the field of business.
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2 |
Organize the activities for organizational goals and purposes independently.
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OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Criticize advanced knowledge and skills in the field with a critical approach.
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2 |
Develop the existing knowledge and skills with a critical point of view under the impact of scientific, technological and current developments.
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OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Express his/her knowledge, thoughts and solutions on business to related stakeholders in written and verbal ways.
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2 |
Use the information and communication technology software and equipment required for business.
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OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Apply the social, scientific, cultural and ethical values at the stages of the collection of data, their implementation, interpretation and announcement of results in the field of business.
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2 |
Relate the concepts of social rights, occupational safety, employee health, quality management and sustainability with the cases in business life.
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WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
Lecture & In-Class Activities | 14 | 3 | 42 |
Preliminary & Further Study | 14 | 3 | 42 |
Land Surveying | 0 | 0 | 0 |
Group Work | 0 | 0 | 0 |
Laboratory | 0 | 0 | 0 |
Reading | 5 | 5 | 25 |
Assignment (Homework) | 0 | 0 | 0 |
Project Work | 0 | 0 | 0 |
Seminar | 0 | 0 | 0 |
Internship | 0 | 0 | 0 |
Technical Visit | 0 | 0 | 0 |
Web Based Learning | 0 | 0 | 0 |
Implementation/Application/Practice | 0 | 0 | 0 |
Practice at a workplace | 0 | 0 | 0 |
Occupational Activity | 0 | 0 | 0 |
Social Activity | 0 | 0 | 0 |
Thesis Work | 0 | 0 | 0 |
Field Study | 0 | 0 | 0 |
Report Writing | 0 | 0 | 0 |
Final Exam | 1 | 1 | 1 |
Preparation for the Final Exam | 1 | 7 | 7 |
Mid-Term Exam | 1 | 1 | 1 |
Preparation for the Mid-Term Exam | 1 | 6 | 6 |
Short Exam | 0 | 0 | 0 |
Preparation for the Short Exam | 0 | 0 | 0 |
TOTAL | 37 | 0 | 124 |
Total Workload of the Course Unit | 124 | ||
Workload (h) / 25.5 | 4,9 | ||
ECTS Credits allocated for the Course Unit | 5,0 |