I need help on a report for the subject INTERNATIONAL PUBLIC RELATIONS

BAC311 INTERNATIONAL PUBLIC RELATIONS – FALL 2022
ASSESSMENT – FINAL
Task
•
•
•
•
•
•
•
•
Choose a brand and one of your team member’s country.
Perform a SWOT analysis of the brand in the chosen country, with focus on Public Relations issues.
Identify all different stakeholders.
o Explain their demographic and psychographic profiles.
Select the most relevant Public Relations issue, which affects your brand in your selected country.
Define a main Objective for your Public Relations campaign.
o Define other PR objectives in view of all previously identified stakeholders.
Define PR strategies in order to meet your previously defined objectives.
Develop an action plan as the implementation of those PR strategies.
Write a conclusion explaining your PR campaign’s expected Political, Economic and Social outcomes.
Formalities:
•
•
•
•
•
•
Teamwork. Three to four student per team, depending on the class size.
The title slide should include the following: brand name, full names of participants, and name of the course.
Parts of the presentation: title page, table of contents, introduction, body of analysis, bibliography, and references.
Presentation length: 20 minutes, including Q&A at the end.
All team members must participate and speak during the presentation and the Q&A session.
Each team member will be individually graded, according to their involvement as perceived by the course instructor.
Submission:
• All presentations should be uploaded to Turnitin before Thursday January 12th at 11:59 pm.
o Only one upload per team.
• Teams will present during session 13, starting at 9:00 am on Friday January 13th 2023.
Weight:
•
This task is a 60% of your total grade for this subject.
It assesses the following learning outcomes:
• Demonstrate understanding of major theories of international public relations and apply them within global contexts.
• Evaluate the success of public relations principles and practices used in different environments around the world.
• Differentiate between sub-areas and contexts of public relations
• Evaluate different sources of evidence found in secondary research literature
• Improve analytical abilities.
Task brief & rubrics
Rubrics
Learning Descriptors
Purpose &
Understanding
KNOWLEDGE &
UNDERSTANDING
Fail Below 70%
Fair 70-79 %
Good 80-89%
Minimal understanding of
purpose of the study; factual
Reasonable understanding and
clearly identifies the purpose,
A sound grasp of, and clearly
identifies, the purpose, goals,
Effectively describes and explains
the central purpose, arguments,
questions or arguments with
little relevant information
evident. Virtually no evidence of
understanding or focus.
errors evident. Gaps in
knowledge and superficial
understanding. A few lines of
relevant material.
goals, research questions or
argument.
Reflect partial achievement of
research questions or argument.
Some wider study beyond the
classroom content shown.
research questions, or goals of
the project; explanation is
focused, detailed and
compelling. Recognition of
alternative forms of evidence
beyond that supplied in the
learning outcomes.
15%
Content
KNOWLEDGE &
UNDERSTANDING
10%
classroom.
Content is unclear, inaccurate
and/or incomplete. Brief and
irrelevant. Descriptive. Only
Limited content that does not
really support the purpose of
the report. Very poor
Presents some information
that adequately supports
the central purpose,
Presents clear and
appropriate information
that adequately supports
Presents balanced, significant
and valid information that
clearly and convincingly
personal views offered.
coverage.
arguments, goals, or
the central purpose,
supports the central purpose,
Unsubstantiated and does
not support the purpose,
Displays only rudimentary
knowledge of the content
research questions of the
project. Although parts
arguments, goals or research
questions of the project.
arguments, research
questions or goals of the
argument or goals of the
project. Reader gains no
area. Reader gains few if any
insights
missing, it demonstrates a
level of partially proficient
Demonstrates satisfactory
knowledge of the content
project. Demonstrates indepth and specialised
knowledge of the content
area. Reader gains some
area. Reader gains proficient
insights.
knowledge of the content
area. The reader gains
insight through the content
of the project.
insights.
Organization
COMMUNICATION
5%
Exceptional 90-100%
Very poor coverage of central
purpose, goals, research
important insights
Information/content is not
logically organized or
Information/content is not, at
times, logically organized or
Information/content is
presented in a reasonable
Information/content is
presented in a clear and
Information/content is
presented in a logical,
presented.
Topics/paragraphs are
presented. Topics/paragraphs
are frequently disjointed
sequence.
Topic/paragraph transition is
understandable sequence.
Topic/paragraph transition is
interesting and effective
sequence. Topics and
frequently disjointed and fail
to make sense together.
which makes the content
hard to follow. The reader
unclear in places with
linkages for the most part.
good with clear linkages
between sections and
arguments flow smoothly
and coherently from one to
Reader cannot identify a line
of reasoning and loses
finds it hard to understand
the flow of the report.
Reader can generally
understand and follow the
arguments. Reader can
understand and follow the
another and are clearly
linked.
line of reasoning, although
work needed to be
line of reasoning.
Reader can easily follow
the line of reasoning and
interest.
proficiently organized.
enjoyed
report.
reading
the
Style & Tone
COMMUNICATION
5%
Use of References
COMMUNICATION
Writing is poor, unclear and
unengaging, and the reader
Writing is unengaging and
reader finds it difficult to
Writing is usually engaging
and keeps the reader’s
Writing style and tone is
generally good and sustains
Writing is compelling and
sustains interest throughout.
finds it difficult to read and
maintain interest. Tone is
maintain interest. Tone is not
consistently professional or
attention. Tone is generally
appropriate for an academic
interest throughout. Tone is
professional and appropriate
Tone is consistently
professional and appropriate
not professional or suitable
for an academic research
suitable for an academic
research project. Work
research project, although a
clearer and more
for an academic research
project.
for an academic research
project.
project. A reorganization
and rewrite is needed.
needed on academic writing
style.
professional style and tone is
needed.
Little or no evidence of
reference sources in the
Most references are from
sources that are not peer-
Professionally legitimate
references are generally
Professionally and
academically legitimate
Presents compelling evidence
from professionally and
report. Content not
supported and based on
reviewed or professional,
and have uncertain
used. Fair citations are
presented in most cases.
references are used. Clear
and accurate citations are
academically legitimate
sources. Attribution is clear
unsubstantiated views.
reliability. Few if any
appropriate citations are
Some of the
information/content/evidence
presented in most cases. The
majority of the
and accurate. References are
75% from primarily peer-
provided. Reader doubts the
validity of much of the
comes from sources that are
reliable, but more academic
information/content/evidenc
e comes from sources that
reviewed professional
journals or other approved
material.
sources needed to be
convincing.
are reliable.
sources.
Research project exhibits
no
formatting,
or
There are too many errors in
the Harvard formatting to be
Harvard formatting is
employed in the research
Harvard formatting is used
accurately and consistently
Harvard formatting is used
accurately and consistently
frequent and significant
errors
in
Harvard
acceptable as a partially
proficient piece.
project with minor errors. A
review and rework of format
throughout the research
project, although some
throughout the research
project. Accurate hyperlinks
and style of referencing in
text and in the bibliography
issues are apparent as the
reader is unable to find
are included where required,
making it easy for readers to
is needed.
sources.
review sources.
5%
Formatting
COMMUNICATION
5%
formatting.
Oral Communication
Skills
Oral presentation cannot be
understood because there is
Research information is
presented in a sequence that
Research information is
presented in a sequence
Research information is
presented in a sequence that
Research information is
presented in a logical,
no logical sequencing of
research information.
at times is difficult to follow.
that the audience can
follow. Graphics support and
the audience can follow.
Graphics support and are
interesting and effective
sequence, which the
are related to the content of
the project. Presenter
related to the content of the
project. Presenter maintains
audience can easily follow.
Oral presentation uses
maintains eye contact with
the audience with a few
eye contact with the
audience with a few minor
effective graphics to explain
and reinforce the
minor exceptions; presenter
reads from notes on a few
exceptions, seldom returning
to notes. Presenter uses
information presented.
Presenter maintains eye
occasions. Presenter uses
good voice dynamics and
good voice dynamics and
clearly enunciates terms.
contact with audience and
does not read from notes.
clearly enunciates terms.
Presenter is comfortable for
Presenter is comfortable and
answers questions well.
Presenter speaks in a clear
voice and uses correct,
the most part and
adequately answers
precise pronunciation of
terms. Oral presentation is
COMMUNICATION
Presenter uses superfluous
graphics or no graphics;
5%
graphics do not support or
relate to the information
presented. Presenter reads
most or all of the project
notes with little or no eye
contact. Presenter mumbles,
incorrectly pronounces
terms and/or speaks too
quietly. Oral presentation
rambles, is unclear and
cannot be followed by the
audience. Presenter is
unprofessional, lacks
confidence, is
uncomfortable and cannot
answer basic questions.
Graphics support and are
related to the content of the
project, but presenter reads
from slides and does not talk
around the topic. Presenter
tries to maintains eye
contact with the audience
but reads from notes too
much.
Presenter uses good voice
dynamics and clearly
enunciates terms, however
questions.
Overall, the oral presentation
is delivered in a good manner
and meets expectations with
hard answering questions.
Overall, the oral
Overall, the oral
presentation is delivered in a
respect
to
communication skills.
presentation is delivered in a
borderline manner and needs
satisfactory manner and
meets expectations with
more practice and
preparation to reach
respect to oral
communication skills.
they are uncomfortable for
the most part and finds it
required standards of
delivery.
oral
thorough, clear, compelling,
informative and
professionally delivered.
Presenter is professional,
confident and comfortable,
and answers questions
effectively.
Research problem, concept or
idea is not clearly articulated,
Research problem, concept
or idea is not clearly
Adequately identifies and
describes (or sketches out)
Formulates a clear
description of the research
Effectively formulates a clear
description of the research
or its component elements
are not identified or
articulated at times and
confusing. Research
the research problem,
concept or idea and its
problem, concept or idea,
and specifies major elements
problem, concept or idea,
and specifies major elements
CRITICAL THINKING
described. Research
information is poorly
information is badly
organized, categorized,
components. Gathers and
examines information
to be examined. Selects
information appropriate to
to be examined. Selects and
prioritizes information
25%
organized, categorized
and/or not examined;
and/or only superficially
examined; research
relating to the research
problem, concept or idea;
addressing the research
problem, concept or idea;
appropriate to addressing
the research problem,
research information is often
inaccurate or incomplete.
information is often
incomplete. Presents limited
presents and appraises
research information with
accurately and appropriately
analyses and interprets
concept, or idea; accurately
and appropriately analyzes
Presents little if any analysis
or interpretation;
analysis or interpretation;
inaccurately and/or
some minor inconsistencies,
irrelevancies or omissions.
relevant research
information. Effectively
and interprets relevant
research information.
inaccurately and/or
inappropriately applies
inappropriately applies
research methods,
Generally applies
appropriate research
applies appropriate research
methods, techniques,
Precisely and effectively
research methods,
techniques, models,
techniques, models,
frameworks and/or theories
methods, techniques,
models, frameworks and/or
models, frameworks and/or
theories in developing and
frameworks and/or theories
to the analysis. Presents few
to the analysis. Presents
some solutions or
theories although with
inaccuracies. Outlines
justifying multiple solutions
or conclusions; solutions or
solutions or conclusions;
solutions or conclusions are
conclusions but they are
often not well supported, or
solutions or conclusions that
are somewhat logical and
conclusions are coherent,
well supported and
often not well supported, are
inaccurate and/or
logical.
consistent with the analysis
and evidence; identifies
complete.
Analytical / Critical
Thinking Skills
inconsistent, and are
presented in a vague or
and/or lists solutions or
conclusions although not
rudimentary manner.
always clearly.
applies appropriate research
methods, employs advanced
skills to conduct research.
Uses techniques, models,
frameworks and/or theories
in developing and justifying
multiple solutions or
conclusions; solutions or
conclusions are insightful,
coherent, well supported,
logically consistent and
complete. Displays a mastery
of complex and specialized
areas.