General Information
Corporate Storytelling is a practical subject exploring how to create and share organisational stories to connect with audiences in a meaningful way. The subject investigates how cohesive narratives can become an effective means of bringing an organisation’s brand identity and values to life, stimulating a connection and engagement with the organisation’s broader publics. You will apply persuasive and strategic communication theories to find and develop compelling and ethical narratives. You will develop these stories across multiple writing formats associated with organisational communication. You will develop a professional writing portfolio demonstrating your proficiency and flexibility in applying strong written, oral, and visual storytelling skills to diverse
-
Details
Academic unit: Faculty of Society & Design Subject code: PUBR12-250 Subject title: Corporate Storytelling Subject level: Undergraduate Semester/Year: January 2025 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
- Forum: x12 (Total hours: 12) - Weekly Forum
- Computer Lab: x12 (Total hours: 24) - Weekly Computer Lab
Attendance and learning activities: This is a practical subject with a one-hour lecture and two-hour labs, and each week students will participate in multiple practical written projects based on the weekly topics. Students will develop their knowledge for assessment through this activity, while weekly written pieces form the basis of the Portfolio submitted at the end of the semester. So it is essential for students to be prepared for and attend all weekly sessions. -
Resources
Prescribed resources: Journals
- Kent, M (2015). The Power of Stroytelling in Public Relations. Public Relations Review 480-489
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | PUBR12-250 |
| Subject title: | Corporate Storytelling |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | This is a practical subject with a one-hour lecture and two-hour labs, and each week students will participate in multiple practical written projects based on the weekly topics. Students will develop their knowledge for assessment through this activity, while weekly written pieces form the basis of the Portfolio submitted at the end of the semester. So it is essential for students to be prepared for and attend all weekly sessions. |
| Prescribed resources: | Journals
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge. Assumed Prior Learning (or equivalent):
|
| 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:
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
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.
-
Assessment details
Type Task % Timing* Outcomes assessed Creative Piece Written creative piece for a client including words, images/video and presentation plus rationale. 30.00% Week 6 1,2,3,4 Creative Project§ Multimedia Newsletter Project 30.00% Week 12 1,2,3,4 Portfolio Semester portfolio - including written, visual and oral pieces students develop during weekly tutorial activities. A final portfolio presentation and reflection are due at the end of semester. 40.00% Weekly 1,2,3,4 - § Indicates group/teamwork-based assessment
- * 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.
-
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 |
|---|---|---|---|---|
| Creative Piece | Written creative piece for a client including words, images/video and presentation plus rationale. | 30.00% | Week 6 | 1,2,3,4 |
| Creative Project§ | Multimedia Newsletter Project | 30.00% | Week 12 | 1,2,3,4 |
| Portfolio | Semester portfolio - including written, visual and oral pieces students develop during weekly tutorial activities. A final portfolio presentation and reflection are due at the end of semester. | 40.00% | Weekly | 1,2,3,4 |
- § Indicates group/teamwork-based assessment
- * 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.
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 student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
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.
Additional subject information
Subject curriculum
-
Corporate storytelling in context
Explains the importance of storytelling in connecting organisations with their audiences in a meaningful way.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Telling persuasive stories
Applying persuasive and strategic communication theories to find and develop compelling and ethical corporate narratives.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Principles of visual storytelling - Part 1 graphic design
Developing visual storytelling skills through understanding and applying the principles of graphic design.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Principles of visual storytelling - Part 2 video
Applying visual storytelling skills through video.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Data visualisation
Telling stories evidence-based stories using data visualisation.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Writing for owned and paid media
Telling and sharing stories through an organisation's owned media for internal and external audiences, including writing for specific organisational needs and platforms, such as websites and newsletters.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Writing for online and shared media
Telling stories in an online environment including social media, websites, blogs, and vlogs.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Storytelling projects
Workshopping semester writing projects.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Writing for earned media
Essentials in telling compelling stories that will connect with news media audiences.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Developing storytelling though speechwriting
Investigating speechwriting: planning, writing, and delivering speeches.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.
-
Pitching your stories
Developing skills in selling your story to clients, senior management, and media through pitching.
SLOs included
- Critically evaluate the role of communicators in evolving organisational narratives.
- Analyse and apply persuasive and strategic communication theories to develop effective written, oral, and visual¿organisational communication.
- Differentiate the various types of organisational writing techniques for distinct purposes including written, oral, and visuals presentations.
- Demonstrate creativity and innovation in written, oral,¿and visual communication through a professional portfolio.