General Information
This subject will introduce you to the foundational principles of communication through a practical, real-world lens. While grounded in key communication theories, the focus is on applying these concepts to everyday and professional contexts. You will explore how communication is shaped by context — social, cultural, technological and personal — and how influence operates through language, media, and interpersonal dynamics. You will develop critical thinking, self-awareness, and practical communication skills.
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Details
Academic unit: Faculty of Society & Design Subject code: COMN11-111 Subject title: Communication, Context and Influence Subject level: Undergraduate Semester/Year: January 2027 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly forum
- Tutorial: x12 (Total hours: 12) - weekly tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: N/A -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: Class recordings: The primary workload items for this subject will be recorded for the purpose of revision.
These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.
See the Recording policy for further details.
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | COMN11-111 |
| Subject title: | Communication, Context and Influence |
| Subject level: | Undergraduate |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | N/A |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The primary workload items for this subject will be recorded for the purpose of revision. These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision. See the Recording policy for further details. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed AI category Written Report Live observation exercise to observe and interpret communication in context. 30.00% Week 7 1, 2, 3 Analysis This assessment is designed to help you critically engage with real-world communication practices by analysing how media content reflects, shapes, and responds to social issues and trends. By conducting a mini content analysis, you will learn to identify and interpret communication patterns in media and apply communication theory in context. The process of seeking and incorporating peer feedback will challenge you to consider the diverse communication contexts discussed. 50.00% Week 13 1, 2, 3, 4 Student Engagement Active, respectful, and constructive participation in the collaborative learning environment. 20.00% Ongoing 1, 2, 3, 4 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Written Report | Live observation exercise to observe and interpret communication in context. | 30.00% | Week 7 | 1, 2, 3 | |
| Analysis | This assessment is designed to help you critically engage with real-world communication practices by analysing how media content reflects, shapes, and responds to social issues and trends. By conducting a mini content analysis, you will learn to identify and interpret communication patterns in media and apply communication theory in context. The process of seeking and incorporating peer feedback will challenge you to consider the diverse communication contexts discussed. | 50.00% | Week 13 | 1, 2, 3, 4 | |
| Student Engagement | Active, respectful, and constructive participation in the collaborative learning environment. | 20.00% | Ongoing | 1, 2, 3, 4 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Subject curriculum
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Week 1: How Meaning Is Created (and Misunderstood)
An introduction to communication as an interactive, contextual process in which meaning is negotiated rather than simply transmitted.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Collaborate in diverse team and workshop settings.
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Week 2: The Communicating Self
Exploring how identity, values, experience, and self-awareness shape how communication is produced and interpreted.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 3: Interpersonal Communication Dynamics
Analysing how relationships, emotion, listening, and feedback shape everyday communication interactions.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Collaborate in diverse team and workshop settings.
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Week 4: Social and Cultural Contexts
Understanding how communication is shaped by social norms, cultural expectations, and shared ways of interpreting meaning.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 5: Communication in Professional Contexts
Exploring how roles, expectations, and organisational settings shape professional communication practices.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 6: Observing Communication in Practice
Developing skills to systematically observe and analyse real communication events in everyday and professional contexts.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 7: Interpreting Live Communication
Synthesising observation and theory to explain how communication unfolds in real interactions.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 8: Understanding Audiences and Messages
Introducing ways of thinking about how communication works differently depending on audience characteristics, attention, and engagement.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 9: Media in Everyday Life
Exploring how individuals encounter, interpret, and engage with media as part of everyday life, particularly through habitual and personalised media use.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 10: Credibility and Judgement in Media Contexts
Examining how people assess credibility and trustworthiness in media communication when messages come from multiple and competing sources.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 11: Patterns, Messaging and Public Communication
Analysing how repeated messages and shared narratives appear across media environments and shape what feels important or familiar.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.
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Week 12: Analysing Media in Context
Applying communication concepts to analyse how media texts create meaning and shape responses within specific contexts.
SLOs included
- Apply foundational communication theories to everyday and professional contexts.
- Evaluate communication scenarios using established frameworks.
- Reflect on ethical considerations in communication, including representation, bias and persuasive impact.
- Collaborate in diverse team and workshop settings.