University of Liverpool

Department of Communication and Media

Introduction to Strategic Communication

COMM312
Module convenor: Dr. Rudi Palmieri

(source: https://mytechdecisions.com/wp-content/uploads/2018/08/Internal_Communications_Strategy_Meeting.jpg)

Module Handbook 2022-23

Dear students,

This is the handbook of COMM312 (“Introduction to Strategic Communication”). You will find
useful information about this module, including the learning objectives, the contents, readings
and activities, the programme and timetable, the assessment and, last but not least, the people
involved and the best way to interact with them.

This document is available on canvas, where you will find all other information and materials
needed for successfully attending this module. I hope it will represent a useful and efficient
guide throughout the course. If you think that some parts are not clear and helpful as
expected, do not hesitate to contact me. I would be happy to offer you complementary
information and, last but not least, your feedback is crucial in order to improve the quality of
the handbook and of the whole module for future years.

1 Contacts

Office hours (during teaching weeks): Monday 2-3pm & Tuesday, 1-2pm.

If you want to meet me outside teaching weeks or at any other time, please, send me an
email (palmieri@liv.ac.uk) in order to book an appointment.

My office is Room 112, 1st floor, 19 Abercromby Square.

If for any reason you can’t meet me in person, call in on Zoom: https://liverpool-ac-
uk.zoom.us/j/7716510020.

You can find more information about Rudi’s academic activities here:
www.liverpool.ac.uk/communication-and-media/staff/rudi-palmieri.

2 Module description

Strategic communication is a broad concept that refers to how organisations, institutions

and even celebrities design and implement complex messages to and interactions with
internal and external stakeholders in order to achieve their mission and strategic objectives.

While humans have engaged with communication strategies ever since Antiquity (e.g.
rhetorical discourse in the Greek polis or generals motivating their soldiers at the
battlefield), the systematic use of this term both in professional practices and academic
theory has emerged only in the last 15 years. In 2007, the now well-established
International Journal of Strategic Communication was created, followed by important
volumes such as The Routledge Handbook of Strategic Communication (Holtzhausen &
Zerfass, eds., 2015), which include contributions from some of the main scholars in this field.

This module offers students an introduction to study of strategic communication, seen as an

interdisciplinary field of research and professional practice. Students will familiarise
2
themselves with key concepts for critical understanding and analysis of how organisations
communicate strategically in social contexts. The teaching content combines theories and
case studies which relate to strategic communication phenomena in different sectors (e.g.
business, politics, non-profit).

Since strategic communication is a multidisciplinary area of study, the module will discuss
theories and models originating from different academic traditions such as (strategic)
management, speech communication and semiotics, rhetoric and argumentation, public
relations, corporate communication, marketing and advertising.

More in particular, the module provides students with:

1. Critical understanding of the strategic functions of communication for

organisations and institutions.
2. Awareness of the positive and negative impact of strategic communication
practices on society.
3. Knowledge of the interdisciplinary field of strategic communication.
4. Ability to critically analyse strategic communication phenomena in different
social contexts.

3 Module timetable and content

Lecture: Wednesday, 11-12pm (Rendall, LT3)

Seminars: Tuesday 11-12pm/12-1pm (SCTH SR8)

Week 7 (w/c March 13) is independent study week: there won’t be any in-class session.

W1. Defining strategic Communication

W2. Strategic and tactical communication
W3. Analysing strategic communication contexts
W4. Strategic communication audiences
W5. Persuasion strategies/1: logos
W6. Persuasion strategies/2: ethos
W7. Independent study week: Strategic communication and trust
W8. Persuasion strategies/3: pathos
W9. Analysing persuasion strategies: cases and examples
W10. Planning strategic communication/professional perspectives (guest speaker)
W11. Module recap and essay clinic
W12. Essay submission (no class)

3
4 Detailed syllabus and readings

Week 1 (31 Jan-1 Feb)

Seminar 0: Module introduction

Lecture 1: Defining strategic communication
This first session will introduce the concept of strategic communication, by comparing the main definitions
elaborated by scholars from different academic traditions.
Key readings
Hallahan, K., Holtzhausen, D., Van Ruler, B., Verčič, D. and Sriramesh, K., 2007. Defining strategic
communication. International Journal of Strategic Communication, 1(1), pp. 3-35.
Paul, C., 2011. Strategic Communication: Origins, Concepts, and Current Debates: Origins, Concepts, and
Current Debates. ABC-CLIO. Chapters 1-3.

Further readings
Falkheimer, J. 2018. Strategic Communication An Introduction. London: Routledge. Chapter 3.
Holtzhausen, D.R. and Zerfass, A., 2013. Strategic communication–pillars and perspectives of an alternative
paradigm. In A. Zerfass et al. (Eds.), Organisationskommunikation und Public Relations (pp. 73-94). Springer
Fachmedien Wiesbaden / Reprinted in R. L Heath & A. Gregory (2014, Eds.), Strategic Communication (Vol.
1), chapter 5. LA Sage.
Holtzhausen, D.R. and Zerfass, A., 2015. Strategic Communication: Opportunities and Challenges of the
Research Area. In D. Holtzhausen & A. Zerfass, The Routledge Handbook of Strategic Communication (pp.3-
17). New York/London: Routledge.

Week 2 (7-8 February)

Seminar 1: Strategic communication in our experience.

Lecture 2: Strategic and tactical communication
In order to understand what makes communication strategic and what is needed in order to approach
communication strategically, the difference between strategy and tactic – and consequently between strategic
and tactical/operational communication – must be considered.
Key Readings
Cornelissen, J. 2020. Corporate communication: A guide to theory and practice (6 th edition). London: Sage.
Chapters 1-2.
Johnson, G., K. Scholes, R. Whittington. 2008. Exploring Corporate Strategy. London: FT/Prentice Hall. Ch. 1.

Further readings
Argenti, P.A., Howell, R.A. and Beck, K.A., 2005. The strategic communication imperative. MIT Sloan
management review, 46(3), pp.83-89.
Falkheimer, J. 2018. Strategic Communication An Introduction. London: Routledge. Chapter 2.
Frandsen, F. & W. Johansen. 2015. The Role of Communication Executives in Strategy and Strategizing. In D.
Holtzhausen & A. Zerfass, The Routledge Handbook of Strategic Communication (pp. 229-243). New
York/London: Routledge.
Heath, R. L & A. Gregory (Eds.). 2015. Strategic Communication (Vol. 1). LA: Sage. Chapters 8-10, 13-15.
Gray, E. R., & Balmer, J. M. 1998. Managing corporate image and corporate reputation. Long range planning,
31(5), 695-702.
Van Riel, C. B., & Balmer, J. M. 1997. Corporate identity: the concept, its measurement and management.
European journal of marketing, 31(5/6), 340-355.

4
Week 3 (14-15 February)

Seminar 2: Comparing strategic and non-strategic communication in the COVID-19 context.

Lecture 3: Analysing strategic communication contexts
Strategic communication can be neither adequately understood and analysed nor successfully executed if its
context is not considered in depth. In this session, we will learn how to characterise and analyse contexts and
situations strategic communication refers to and the way in which context creates constraints and
opportunities for communication strategies.
Key Readings
Bitzer, L. 1968. The rhetorical situation. Philosophy and Rhetoric 1: 1–14.
Gregory, A. 2004. Planning and Managing Public Relations Campaigns. London: Kogan. Chapter 3.

Further Readings
Cornelissen, J. 2020. Corporate communication: A guide to theory and practice. London: Sage. Ch. 3.
Mahoney, J. 2013. Strategic Communication. Principles and Practice. Oxford: OPU. Chapters 5 and 7.
Rigotti, E. & A. Rocci. 2006. Towards a definition of communication context. Studies in Communication Sciences
6(2): 155–180.

Week 4 (21-22 February)

Seminar 3: Analysing strategic communication contexts and situations

Lecture 4: Strategic communication audiences

Strategic communication involves influencing beliefs and attitudes an organisation’s publics. This is why
identifying and prioritising audiences is a prerequisite of both effective and reasonable communicative
interventions. In this session, we will familiarise ourselves with different concepts of audiences and learn how
to analyse communicative situations in order to identify all relevant participants to a strategic communication
event.
Key Readings
Grunig, J.E., and F.C. Repper. 1992. Strategic management, publics, and issues. In Excellence in public relations
and communication management: Contributions to effective organizations, ed. J.E. Grunig, 117–157.
Hillsdale: Lawrence Erlbaum Associates, Inc.
Rawlins, B.L. 2006. Prioritizing stakeholders for public relations. Miami: Institute for Public Relations.
http://www.instituteforpr.orgfiles/uploads/2006_Stakeholders.pdf./ Reprinted in: Heath, R. L & A. Gregory
(Eds.). 2015. Strategic Communication (Vol. 3), chapter 43. LA: Sage.

Further Readings
Freeman, R.E. 1984. Strategic management: A stakeholder approach. Boston: Pitman.
Mahoney, J. 2013. Strategic Communication. Principles and Practice. Oxford: OPU. Chapters 5 and7.
Mitchell, R. K., Agle, B. R., & Wood, D. J. (1997). Toward a theory of stakeholder identification and salience:
defining the principle of who and what really counts. The Academy of Management Review, 22(4), 853-886.
/ Reprinted in: Heath, R. L & A. Gregory (Eds.). 2015. Strategic Communication (Vol. 3), chapter 42. LA:
Sage.

5
Week 5 (28 Feb-1 March)

Seminar 4: Identifying and prioritising audiences

Lecture 5: Persuasion strategies/1: logos
Strategic communication involves persuading audience. At the heart of (ethical) persuasion there is what since
classical rhetoric is known as logos, i.e., the ability to support an opinion with reasonable arguments. In this
lecture, we will familiarise ourselves with the concept of argumentation and with basic instrument for the
analysis of arguments in strategic communication contexts.
Key Readings
Roberts, W. R. (2004). Aristotle: Rhetoric. Dover Publications. Book 1, chapters 1-2; Book 2, chapter 1.
Eemeren, F. H. van & Grootendorst, R. (2004) A Systematic Theory of Argumentation. Cambridge, Cambridge
University Press. Chapters 1-2

Further readings
Braet, A. C. (1992). Ethos, pathos and logos in Aristotle's Rhetoric: A re-examination. Argumentation, 6, 307-
320.
Eemeren, F.H. van et al. (2014) Handbook of Argumentation Theory. Dordrecht, Springer. Chapter 1, sections
1.1, 1.3.1, 1.3.2, 1.3.3
Pinto, R. C. (2001) Argument, inference and dialectic: Collected papers on informal logic. Dordrecht, Kluwer.
Chapter 4.
Rigotti, E. & Greco Morasso, S. (2009) Argumentation as an Object of Interest and as a Social and Cultural
Resource. In: Muller-Mirza, N. & Perret-Clermont, A.-N. (eds.) Argumentation and Education (pp. 9-66).
New York, Springer. Sections 1, 2, 5 and 6.

Week 6 (7-8 March)

Seminar 5: Analysing arguments in strategic communication

Lecture 6: Persuasion strategies/2: ethos
In this lecture we discuss the role of ethos (i.e. the speaker’s credibility) in strategic communication. The more
communicative entities appear as trustworthy, the more their chances to persuade audiences. The three
components of ethos will be discussed, namely: competence, integrity and benevolence and we will learn how
to identify them written and spoken messages.
Key Readings
Roberts, W. R. (2004). Aristotle: Rhetoric. Dover Publications. Book 2, chapter 1.
Offerdal, T. S., Just, S. N., & Ihlen, O. (2021). Public ethos in the pandemic rhetorical situation: Strategies for
building trust in authorities' risk communication. Journal of International Crisis and Risk Communication
Research, 4(2), 247-270.

Further Readings
Kallendorf, C., & Kallendorf, C. (1985). The figures of speech, ethos, and Aristotle: Notes toward a rhetoric of
business communication. The Journal of Business Communication (1973), 22(1), 35-50.
Kjeldsen, J. E., Mølster, R., & Ihlen, Ø. (2022). Expert uncertainty: Arguments bolstering the ethos of expertise
in situations of uncertainty. In The pandemic of argumentation (pp. 85-103). Cham: Springer International
Publishing.
Koszowy, M., Budzynska, K., Pereira-Fariña, M., & Duthie, R. (2022). From theory of rhetoric to the practice of
language use: The case of appeals to ethos elements. Argumentation, 1-27.

6
Week 7 (w/c 13 March)
Independent study week: Strategic communication and trust.
During the independent study week, you are asked to go through the three readings listed below and prepare to
discuss them during the seminar in week 8. You should reflect in particular on the following questions: What is
trust? How is it described and characterised? Why is it relevant for organisations? What is the relationship
between trust and strategic communication, especially during a crisis?

Readings
1. Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust.
Academy of Management Review, 20(3), pp. 709-734.
2. Palmieri, R. (2009). Regaining trust through argumentation in the context of the current financial-
economic crisis. Studies in communication sciences, 9(1), pp 59-78.
3. Fuoli, M., & Paradis, C. (2014). A model of trust-repair discourse. Journal of Pragmatics, 74, pp. 52-69.

Week 8 (21-22 March)

Seminar 6: Communication and trust

Lecture 7: Persuasion strategies/3: pathos

While logos is centred on the arguments contained in a strategic message and ethos on the character of the
arguer, the third dimension of persuasion, pathos, focuses on the emotions and perspectives of the audience. In
fact, conveying compelling arguments is sometimes a necessary but insufficient condition for persuasion
because the audience needs to be put in the most favourable frame of mind. In this lecture we will discuss the
role of emotions in strategic communication and the extent to which emotions contribute to rather than
hindering critical thinking, discussion and decision-making.

Key Readings
Jacobs, S. (2006). Nonfallacious rhetorical strategies: Lyndon Johnson’s Daisy ad. Argumentation, 20(4), 421-
442.

Further readings
Micheli, R. (2010). Emotions as objects of argumentative constructions. Argumentation, 24(1), 1-17.
Cigada, S. (2020). Emotions in Argumentative Narration: The Case of the Charlie Hebdo Attack. Informal Logic,
39(4), 401-431.
Brinton, A. (1988). Pathos and the" Appeal to Emotion": An Aristotelian Analysis. History of Philosophy
Quarterly, 5(3), 207-219.

Week 9 (18-19 April)

Seminar 7: Analysing emotions in strategic communication

Lecture 8: Analysing persuasion strategies: cases and examples
Based on the concepts and analytic instruments introduced so far in the module, in this session we will examine
cases and examples of strategic communication.

Suggested readings
Higgins, C., & Walker, R. (2012, September). Ethos, logos, pathos: Strategies of persuasion in
social/environmental reports. In Accounting forum (Vol. 36, No. 3, pp. 194-208). No longer published by
Elsevier.

7
Mshvenieradze, T. (2013). Logos ethos and pathos in political discourse. Theory & Practice in Language Studies,
3(11).
Palmieri, R., Mercuri, C., & Mazzali-Lurati, S. (2022). Persuasive Reasons in Crowdfunding Campaigns:
Comparing Argumentative Strategies in Successful and Unsuccessful Projects on Kickstarter. International
Journal of Strategic Communication, 16(2), 332-355.
Tirdatov, I. (2014). Web-based crowd funding: Rhetoric of success. Technical Communication, 61(1), 3-24.

Week 10 (25-26April)

Seminar 8: Planning strategic communication

Lecture 9: Strategic communication in practice: a professional perspective
In this session, we will meet with Mr Kris Lam, an alumnus of the University of Liverpool, who is now working
as Associate Partner at Consilium Strategic Communication. Kris will first explain us how strategic
communication campaigns are planned and managed (seminar 8 will help you prepare for this) and give some
tips for how to prepare for a career in the industry..

Suggested readings
Gregory, A. 2004. Planning and Managing Public Relations Campaigns. London: Kogan.
Mahoney, J. 2013. Strategic Communication. Principles and Practice. Oxford: OPU.

Week 11 (2-3 May)

Seminar 9 + Lecture 10: Module recap and essay clinic

In this final session, we will synthetically review the content of the whole module and discuss common issues
regarding the essay you are preparing. It’s the last chance to get feedback before the final submission.

5 Learning outcomes and skills

By the end of this module you should be able to:

 explain the different roles and functions of strategic communication in different types
of organisation and institutions.
 demonstrate critical understanding of the impact of strategic communication practices
on society, including the ability to engage in discussions regarding the positive and
negative influences of strategic communication on democracy, human relations and
markets.
 demonstrate knowledge of the main theories and models which constitute the
interdisciplinary field of strategic communication research.
 analyse and evaluate strategic communication phenomena by utilising concepts and
methods developed within the academic discipline.

Additionally, students will acquire more general skills:

 Use of relevant theories for the critical understanding of strategic communication
processes.
 Ability to analyse strategic communication phenomena by identifying and
reconstructing contextual and textual elements.
 Application of literacy, ability to produce clear, structured written work.

8
6 Your Learning Obligations

 Lecture/seminar attendance: this is a compulsory aspect of your study and you will be
asked to provide documentary evidence if you are absent. Unnecessary absence is
regarded as a serious breach of your learning contract and is reported to the School
progress committee.
 Private study is an indispensable part of the learning process; for this module you
should allow an average of 8 hours to work on the readings and prepare the taught
sessions. You are expected to read the essential readings that will enable you to
reinforce and broaden the knowledge and perspectives conveyed in the lectures. You
are not expected to read everything on the list, but you are expected be fluent with all
essential texts and many of the further readings each week to help you to understand
lectures and to be aware of the various perspectives brought to bear on a topic or issue
by different authors. This should help you to develop your own point of view on the
subject and enable you to contribute effectively to class discussions and debates.

7 Assessment

You will be assessed through a 2,500 words coursework consisting in the analysis of a case
of strategic communication. You can choose one of the following cases (full texts available
on canvas):

A. Mark Zuckerberg’s note to employees, 6 October, 2021.

B. The Kickstarter’s pitch of Allergic to Everything, 2018.
C. Announcement of the creation of the European Super League, 19 April, 2021.
D. Open letter of Carl Icahn to Kroger’s Chairman and CEO, 29 March, 2022.
E. Pope Francis’ appeal against the war, 2 October, 2022
F. Greta Thunberg addressing the UN Climate Action Summit, 23.09.2021

The analysis has to discuss the following sections (suggested length)

 Introduction (max 200 words)

 Why is this text/document an instance of strategic communication? (max. 300
words)
 Characterise the strategic profile of the speaker/writer (max. 400 words)
 Identify persuasion strategies at the levels of ethos, logos and pathos (max. 1000
words)
 Determine the effectiveness of the message and, based on the above points, explain
why you think it was or it was not effective (max. 500 words)
 Conclusion (max. 200 words)

You essay must include references to relevant academic literature and analysis based on
appropriate methods and instruments. The bibliography and, when relevant, Appendices
with the analysed text are not included in the word count.

9
Please, name your file Essay A, Essay B, or Essay C, etc. depending on which topics has been
chosen and put the whole topic description as the beginning of your essay.

The deadline for submitting the coursework is Tuesday May 9, 2pm.

7.1 Marking criteria

Your coursework will be assessed against seven general criteria:

1) Focus: how well does the assessment engage with the question?
2) Knowledge: how well does the assessment demonstrate awareness of its chosen topic?
3) Argument: how insightful is the argument presented within the assessment?
4) Structure: how wells structured and paced is the assessment?
5) Research how well does the assessment engage with scholarly background and
materials?
6) Expression: how clearly are the ideas expressed?
7) Referencing: how appropriately referenced are the sources used, and can they be
identified?

7.2 Academic integrity

Plagiarism and Collusion are extremely serious violations of University rules.

University’s Code of Practice on Assessment provides the following definitions of plagiarism
and collusion: ‘Plagiarism occurs when a student misrepresents, as his/her own work, the
work, written or otherwise, of any other person (including another student) or of any
institution.

Examples of forms of plagiarism include: The verbatim copying of another’s work without
acknowledgement; The close paraphrasing of another’s work by simply changing a few
words or altering the order of presentation, without acknowledgement; Unacknowledged
quotation of phrases from another’s work; the deliberate and detailed presentation of
another’s concept as one’s own. All types of work submitted by students are covered by this
definition, including written work, diagrams, charts and pictures.’

The Golden Rule: When in doubt, always cite. ‘Collusion occurs when, unless with official
approval (e.g. in the case of group projects), two or more students consciously collaborate
in the preparation and production of work which is ultimately submitted by each in an
identical, or substantially similar, form and/or is represented by each to be the product of
his or her individual efforts. Collusion also occurs where there is unauthorised co-operation
between a student and another person in the preparation and production of work which is
presented as the student’s own.’

Students found to have committed plagiarism or to have colluded in preparing assessments

are liable to be severely penalised, e.g. they may be given a mark of zero for the module

10
concerned or, in the most serious cases, may even be required to terminate their studies.
You should ensure that you do not write or present an assignment or case study on an area
that you have written on as part of this or any other module. Any work previously presented
as part of coursework or examinations may be deemed invalid and awarded 0%. Please
consult the module leader if you are in any doubt about this.

7.3 Notes on assignment submission/

If ill health or other unforeseeable circumstances seem likely to prevent you from completing
assessed work on time, you can request an extension from the School of the Arts Teaching and
Learning Coordinator (details here: www.liv.ac.uk/arts/sscarts.htm). Extensions are only
granted for good cause, for which you must produce evidence (e.g., a note from your GP if you
are ill). Work handed in late will be penalised according to normal conventions as set out in
Section 6 of the Code of Practice on Assessment:
http://www.liv.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/
code_of_practice_on_assessment.pdf. At the end of this module guide you can find a table
with the general criteria used for grading coursework and exams.

Please note that you should not write or present an assignment on an area that you have
written on as part of any other module. Any work previously presented as part of coursework
or examinations on another module will be deemed invalid and awarded 0%. Please consult
the module leader if you are in any doubt about this.
8 Feedback

8.1 Our feedback to you

Feedback provides students with advice about their progress and development as a student.
It identifies strengths, areas for development and areas for future improvement. Generally,
feedback consists of a grade, summary feedback comments, a completed rubric and, at
times, comments on the script. It can also be given during class or seminar, within office
hours or one-to-one meetings, or via email.

Feedback on coursework is provided within three weeks of submission. If, due to

exceptional unforeseen circumstances, feedback cannot be provided within three weeks,
students will be informed of the revised date. Feedback will be provided on VITAL/Turnitin
when submitted electronically via VITAL/Turnitin).

The School of the Arts has many procedures in place to ensure that work submitted for
assessment is marked fairly. These procedures include anonymous marking, assessment
criteria, double marking, moderation, external moderation, ratification. There is no facility
to appeal against feedback. Under certain circumstances, a student may appeal against a
provisional or confirmed module mark (or assessment mark in non-modular programmes)
which has been determined by the Board of Examiners. Students may not appeal on any
grounds which dispute the academic judgement of the Board of Examiners, including
dissatisfaction with the mark or a decision that has been taken. Further information is
11
available at: https://www.liverpool.ac.uk/student-administration/student-administration-
centre/policies-procedures/appeals/

8.2 Your feedback to us

Each year students are provided with the opportunity to give feedback on their experience
of their modules at the end of each semester. If you wish to report concerns about a module
during the course of the module, you can speak to the module lead, your academic advisor
or the Staff-Student Liaison Committee. For further information on assessment and
feedback please visit:
– Code of Practice on Assessment - Appendix N (Policy on Feedback on Assessment)
https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/
appendix_N_cop_assess.pdf.
– Feedback Policy -
https://www.liverpool.ac.uk/intranet/school-of-the-arts/support/feedback/

12