Accreditations
This Master's, through the strong connection between the study plan and outside companies, allows students to participate in activities such as business communication, social media and other communication companies, consulting, marketing, international business, research, public administration, NGOs and creation of companies connected to new media.
Programme Structure for 2024/2025
| Curricular Courses | Credits | |
|---|---|---|
| 1st Year | ||
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Social Dynamics of the Internet
6.0 ECTS
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Media Entrepreneurship
6.0 ECTS
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Strategy and Organizational Development for the Media
6.0 ECTS
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Digital Storytelling and Transmedia Entertainment
6.0 ECTS
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Research Design
6.0 ECTS
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Economy and Media System
6.0 ECTS
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Social Networks Management and Audience
6.0 ECTS
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Human Resources Strategic Management in Media
6.0 ECTS
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Financial Information and Decision-Making
6.0 ECTS
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| 2nd Year | ||
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Master Dissertation in New Media Management
48.0 ECTS
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Work Project in New Media Management
48.0 ECTS
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2nd Cycle Internship
6.0 ECTS
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Social Dynamics of the Internet
LO1. Identify and understand the main theoretical frameworks for studying the social dynamics of the internet. LO2. Critically examine the impact of the internet on various aspects of society, including sociability, culture and the media, politics and the economy. LO3. Use theoretical frameworks and critical thinking to examine contemporary issues and phenomena such as digital inequalities, datification, platformization and the governance of the internet and associated technologies. LO4. Critically evaluate and discuss the ethical and social implications of Internet technologies. The LOs are in line with the teaching methods adopted. The lessons provide an in-depth understanding of the theoretical frameworks, complemented by readings, case studies and class discussions. The ethical and social challenges related to the digital transformation of contemporary societies are addressed throughout the lessons and in the discussion of concrete case studies.
ProgramCP1. Introduction: Internet and society CP2. Internet and social change: Transforming social structures and institutions CP3. Platformization, datification, algorithms and AI: Internet governance trends, policies and models CP4. Digital divides and disconnections: Factors of the digital divide; Digital challenges and disconnections CP5. Internet and media and creative industries: Media transformation. Business models and the attention economy CP6. Internet, journalism, public communication and information disorders: Challenges for journalism; Disinformation CP7. Online communities and sociability on the Internet: Communities and the psychosocial impacts of the Internet CP8. Privacy and surveillance: Privacy, data protection and surveillance CP9. Internet, Education, Labor Market and Gamification: Gamification in consumption, education and work CP10. Digital Culture, Prosumption and Participation: Participatory culture and its critics; Social movements and digital activism
Evaluation processStudents can choose between assessment throughout the semester or a final exam. Assessment throughout the semester includes active participation in all sessions. Students will have to write an in-depth thematic essay, which is estimated to require around 20 hours of research. The final version of the essay will account for 70% of the final grade. The originality and innovation demonstrated in the research for the essay will contribute 20% of the assessment. Participation and attendance at classes will be assessed at 10%. Students who do not opt for assessment throughout the semester, or who do not succeed in this way, can take an exam. This also includes the submission of an in-depth thematic assignment on the social dynamics of the internet.
BibliographyTitle: Cardoso, G. (2023). A comunicação da comunicação. As pessoas são a mensagem. Lisboa: Mundos Sociais.
Cardoso G, (org.) (2024). A Nova Comunicação. Coimbra: Almedina.
Cardoso, G., da Costa, A. F., Coelho, A. R., & Pereira, A. (2015). A sociedade em rede em Portugal: uma década de transição. Coimbra: Almedina.
Castells, M. (2020). The information city, the new economy, and the network society. In The information society reader (pp. 150-164). Routledge.
Castells, M. (2020). A new society. In The new social theory reader (pp. 315-324). Routledge.
Chayko, M. (2020). Superconnected: The internet, digital media, and techno-social life. SAGE Publications, Incorporated.
Van Dijk, J. (2020). The digital divide. John Wiley & Sons.
Webster, F. (2014). Theories of the information society. Londres: Routledge, 2nd edition.
Authors:
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Title: Altay, S., Berriche, M., & Acerbi, A. (2023). Misinformation on misinformation: Conceptual and methodological challenges. Social media+ society, 9(1)
Baldi, V. (2024). Otimizados e desencontrados: ética e crítica na era da inconsciência artificial. Braga: Húmus.
Bakardjieva, M. (2005) Internet Society, Sage
Berker, T, Hartmann, M., Punie, Y and Ward, K. (Eds) (2005) Domestication of Media and Technologies, Open University Press
Buckingham D. and R. Willett (Eds) (2006) Digital Generations, Erlbaum
Burgess, J., Marwick, A., & Poell, T. (Eds.). (2017). The SAGE handbook of social media. Sage.
Cardoso, G. et al. (2013). A sociedade dos ecrãs. Lisboa: Tinta da China.
Cardoso, G., Lapa, T., & Di Fatima, B. (2016). People are the message? Social mobilization and social media in Brazil. International Journal of Communication, 10, 22.
Cardoso, G., Accornero, G., Lapa, T. & Azevedo, J. (2017). Social movements, participation and crisis in Europe. In Manuel Castells, Olivier Bouin, Joao Caraça, Gustavo Cardoso, John Thompson, Michel Wieviorka (Ed.), Europe’s crises. (pp. 405-427). Cambridge: Polity Press.
Castaño-Pulgarín, S. A., Suárez-Betancur, N., Vega, L. M. T., & López, H. M. H. (2021). Internet, social media and online hate speech. Systematic review. Aggression and violent behavior, 58, 101608.
Castells, M. (2001), Internet Galaxy, OUP, Oxford.
Dahlgren, P. (2018). Media, knowledge and trust: The deepening epistemic crisis of democracy. Javnost-The Public, 25(1-2), 20-27.
Dias, P., Martinho, L., & Jorge, A. (2023). Desconexão Digital e Jovens Portugueses: Motivações, Estratégias e Reflexos no Bem-Estar. Comunicação e sociedade, (44), 1-22.
Evangelista, R., & Bruno, F. (2019). WhatsApp and political instability in Brazil: targeted messages and political radicalisation. Internet policy review, 8(4), 1-23.
Flew, T., Thomas, J., & Holt, J. (2022). The SAGE handbook of the digital media economy. Sage
Graham, M., & Dutton, W. H. (Eds.). (2019). Society and the internet: How networks of information and communication are changing our lives. Oxford University Press.
Haddon, L. (2004) Information and Communication Technologies in Everyday Life: A Concise Introduction and Research Guide, Berg
Helsper, E. J. (2021) The digital disconnect: the causes and consequences of digital inequalities. EBSCOhost
Hirsch-Kreinsen, H. (2023). Artificial intelligence: A “promising technology”. AI & SOCIETY, 1-12.
Ito, M., Matsuda, M. & Okabe, D. (Eds) (2005) Personal, Portable, Pedestrian, Mobile Phones in Japanese Life, MIT Press
Ito, M. (2010) Hanging Out, Messing Around and Geeking Out: Kids Living and Learning with New Media, MIT Press, Cambridge, MA
Kitchin, R. (2014). The data revolution: Big data, open data, data infrastructures and their consequences. Sage.
Lapa, T. et al (2018) “As desigualdades digitais e a sociedade portuguesa: divisão, continuidades e mudanças” In Carmo et al (Orgs.) Desigualdades Sociais: Portugal e a Europa, Lisboa: Mundos Sociais.
Lima-Quintanilha, T., Torres-da-Silva, M., & Lapa, T. (2019). Fake news and its impact on trust in the news. Using the Portuguese case to establish lines of differentiation. Communication & Society, 32(3), 17-33.
Ling, R. (2004) The Mobile Connection: The Cell Phone's Impact on Society, Morgan Kaufmann
Moe, H., & Madsen, O. J. (2021). Understanding digital disconnection beyond media studies. Convergence, 27(6), 1584-1598.
Munn, L. (2022). Thinking through silicon: Cables and servers as epistemic infrastructures. New Media & Society, 24(6), 1399-1416.
Ragnedda, M., & Muschert, G. W. (2013). The digital divide. Florence, KY: Routledge.
Rowell, L., & Call-Cummings, M. (2020). Knowledge Democracy, Action Research, the Internet and the Epistemic Crisis. Journal of Futures Studies, 24(4).
Üzelgün, M. A., Giannouli, I., Archontaki, I., Odstrčilová, K., Thomass, B., & Álvares, C. (2024). Transforming Toxic Debates towards European Futures: Technological Disruption, Societal Fragmentation, and Enlightenment 2.0. Central European Journal of Communication, 17.
Van Dijck, J., Poell, T., & De Waal, M. (2018). The platform society: Public values in a connective world. Oxford university press.
Wellman, B. & Haythornthwaite, C. (Eds) (2002) The Internet in Everyday Life, Oxford University Press.
Zuboff, S. (2019). The age of surveillance capitalism. Profile Books.
Authors:
Reference: null
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Media Entrepreneurship
This course aims to prepare professionals and academics to work as ?Entrepreneurs journalists? in digital technology environments such as the Internet and mobile phones, and / or develop academic activities related to the impact of these technologies on journalism and the need for innovation in journalism.
At the end of UC students must :
OA1 | identify what is the entrepreneurial journalism
OA2 | describe the problems of the current journalism
OA3 | explain the new average of the ecosystem
OA4 | evaluate entrepreneurship in journalism
OA5 | evaluate the innovation of a journalistic project
OA6 | develop a journalistic project
OA7 | develop the presentation of a project
OA8 | identify the principles of Design Thinking
OA9 | canvas to develop business models
CP1 – The media, communication and journalism sectors - markets, industries and professions:
CP1.1: Contextualization of the environment for starting entrepreneurial projects in the field of media and communication.
CP1.2: The profile of the entrepreneur and entrepreneurship in media.
CP2: Business models – Introduction, examples and case studies
CP3: Business Model Canvas and the 9 components.
CP4: Develop value propositions (presentation and discussion of group value propositions)
CP5: Business plan – structure (market segments, competition analysis, marketing plan, financial plan, impact assessment)
CP6: Preparation of materials (pitch-deck), presentation (pitch) and discussion of entrepreneurial projects.
There are two evaluation methods:
(1) Assessment throughout the semester (recommended assessment method)
Throughout the semester, the following assessment instruments will be used:
- Attendance and participation - (20%) – Mandatory attendance in 70% of classes
- Business plan (prepared in groups or individually): final presentation - (30%) - All group members must participate in the presentation
- Business plan (prepared in groups or individually): written report - (50%)
(2) Assessment by written exam – final work (100%). Professor can require oral discussion about the final work delivered.
Title: Osterwalder, Alexander and Pigneur, Yves. Business Model Generation. John Wiley and Sons Inc., Hoboken, NJ 2010.
https://catalogo.biblioteca.iscte-iul.pt/cgi-bin/koha/opac-detail.pl?biblionumber=88421
Osterwalder, A., Pigneur, Y., Bernarda, G., Smith, A. & Papadakos, P. (2014). Value Proposition Design. New Jersey: J. Wiley & Sons.
Hoag, A. (2008). Measuring Media Entrepreneurship . International Journal on Media Management, 10(2), 74–80. https://doi.org/10.1080/14241270802000496
Esperança, J. e F. Matias (2005) Finanças Empresariais, Ed. D. Quixote.
Ries, Eric. The Lean Startup. Crown Business, New York, NY. 2011.
Christensen, Clayton M.; Skok, David; Allworth, James. Be the Disruptor, in Nieman Reports, Fall 2012, Vol. 66, No. 3, The Nieman Foundation for Journalism at Harvard University. disponível online.
Briggs, Mark. Entrepreneurial Journalism: How to Build What?s Next for News. CQ Press, Thousand Oaks, CA, 2012.
Authors:
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Title: Pejman Ebrahimi, Datis Khajeheian, Maryam Soleimani, Abbas Gholampour
& Maria Fekete-Farkas (2023) User engagement in social network platforms: what key strategic factors determine online consumer purchase behaviour?, Economic Research-Ekonomska Istraživanja, 36:1, 2106264, DOI: 10.1080/1331677X.2022.2106264
https://doi.org/10.1080/1331677X.2022.2106264
Barringer, B.R. and Ireland, R.D. (2016). Entrepreneurship: Successfully Launching New Ventures, Pearson Prentice-Hall, Upper Saddle River, NJ.
Andrews, R. (2019). Arts Entrepreneurship: Creating a New Venture in the Arts. London: Routledge Bock, A. J., & George, G. (2018). The Business Model Book. Harlow: Pearson Education Limited.
Authors:
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Strategy and Organizational Development for the Media
OA1. Understand the strategic management process of organizations
OA2. Articulate the current characteristics of the media market and the impact of new digital platforms in this market
OA3. Explain the essential differences between the various platforms for the development of competitive strategies
OA4. Identify the role of organizational development in the ability of an organization to respond to dynamic and unpredictable contexts
OA5. Develop the critical skills to understand strategic challenges and contribute to the development of strategies.
CP1. The business strategy in an unpredictable world
CP2. New competitive templates for new content platform
CP3. Change and organizational development to respond to strategic challenges
CP4. Develop strategies for a multi- platform market.
Students can choose to be assessed throughout the semester or by final exam.
During the semester, attendance and punctuality must be equal to or greater than 80%, with oral participation contributing 10% to the assessment.
Written group work. The time for the work is counted as around 20h of library research or fieldwork. The final version represents 50% of the assessment. In turn, the originality and innovation of the research in the writing of the article will contribute 20% and the individual presentation in the group work in class will contribute 20%.
Alternatively, students can take a final written exam, worth 100% of the grade.
As an alternative, students might do a final written exam, representing 100% of the grade.
Title: Küng, Lucy ( 2008), Strategic Management in the Media: From Theory to Practice , London, SAGE .
Sylvie, George: Media Management, A Casebook Approach—4th Edition. ISBN: 978-0805861976, Routledge
Murschetz, P. C. & Tsourvakas, G. (2019). Media management. In D. Merskin (Ed.) The SAGE International Encyclopedia of Mass Media and Society. Thousand Oaks, CA: Sage 2019.
Newman, Nic (2024), Journalism, Media, and Technology Trends and Predictions 2024, Reuters Institute for the Study of Journalism, DOI: 10.60625/risj-0s9w-z770
Authors:
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Title: Küng, Lucy (2015) Innovators in Digital News, I.B. Tauris & Co. Ltd. in association with the Reuters Institute for the Study of Journalism, University of Oxford.
Küng, Lucy (2020), Hearts and Minds: Harnessing Leadership, Culture, and Talent to Really Go Digital, Reuters Institute for the Study of Journalism.
Wirtz, B.W. (2020). Case Studies. In: Media Management. Springer Texts in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-030-47913-8_15
Authors:
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Digital Storytelling and Transmedia Entertainment
At the end of this curricular unit students should be able to:
LO1: to understand the main trends in the contemporary media landscape, perceiving the social and technological conjuncture that has potentiated (and power) this specific type of narrative construction.
LO2: list several proposals for definition of the category "transmedia" and similar like crossmedia, being able to identify where the different visions overlap or diverge.
LO3: have a historical look at this type of narrative construction in various media.
LO4: List the main characteristics of transmedia narratives, knowing how to frame and apply the main theoretical contributions in practice.
LO5: developing a transmedia project, in its various phases, proactively mobilizing the taught manual of good practices of transmedia storytelling.
LO6: analyzing a transmedia narrative.
This curricular unit deals with the study of transmedia narratives, unfolding the pedagogical course on several articulated dimensions.
P1: Proposals for the definition of "transmedia" category and similar terms.
P2: Genealogy of this type of narratives.
P3: Key features of a transmedia narrative.
P4: Strategies for building a transmedia narrative on various platforms.
P5: Methods for a transmedia project analysis.
Assessment throughout the semester consists of 2 moments of presentation in class (30%) and 1 of written work (70%):
1) oral presentation of the theme of the final work (10%)
2) oral presentation and problematization of the final work (20%) and
3) an individual written work weighing 70%, with a theoretical/conceptual component, complemented with a practical case study or project.
The possibility of assessment throughout the semester implies a minimum attendance of 2/3 of classes.
Assessment by exam will be through written work with a weight of 100%.
There is no possibility of an oral test.
Title: Gambarato, Renira Rampazzo (2013). 'Transmedia Project Design: Theoretical and Analytical Considerations', Baltic Screen Media Review 1, 81-100.
Gambarato, Renira R. et al (2020. Theory, Development, and Strategy in Transmedia Storytelling, Routledge.
Freeman, Matthew & Gambarato, Renira Rampazzo (eds.) (2019). The Routledge Companion to Transmedia Studies. Routledge
Jenkins, Henry (2006). Convergence Culture. Where Old and New Media Collide, New York and London. University Press.
Pratten, Robert (2011). Getting Started in Transmedia Storytelling. A Practical Guide for Beginners.
Scolari, Carlos (2013). Narrativas Transmedia: Cuando Todos Los Medios Cuentan. Deusto
Authors:
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Title: Bernardo, Nuno (2011) The Producer's Guide to Transmedia. How to Develop, Fund, Produce and Distribute Compelling Stories Across Multiple Platforms, Lisbon, beActive books.
Bernardo, Nuno (2013) Transmedia 2.0, How to create an entertainment brand using a transmedial approach to storytelling, Lisbon, beActive books.
Dena, Christy (2009) Transmedia Practice: Theorising the practice of expressing a fictional world across distinct media and environments. PhD Thesis, School of Letters, Art and Media, Sydney
Evans, Elizabeth (2011). Transmedia Television: Audiences, New Media, and Daily Life. Sage
Edmond, Maura (2015) 'All platforms considered: Contemporary radio and transmedia engagement', New Media & Society 17(9), 1566-1582
Evans, Elizabeth (2015) 'Layering Engagement: The Temporal Dynamics of Transmedia Television', Storyworlds: A Journal of Narrative Studies 7(2), 111-19.
Evans, Elizabeth (2008) 'Character, audience agency and transmedia drama', Media, Culture & Society 30(2), 197-213
Gambarato, Renira Rampazzo & Geane C. Alzamora (eds.) (2018). Exploring Transmedia Journalism in the Digital Age. IGI Global
Gambarato, Renira Rampazzo & Lorena Peret Teixeira Tárcia (2016) 'Transmedia Strategies in Journalism', Journalism Studies, 1-19.
Graves, Michael (2011) 'Lost in a Transmedia Storytelling Franchise: Rethinking Transmedia Engagement'. PhD Thesis, Film and Media Studies and the Graduate Faculty of the University of Kansas, Kansas
Jenkins, Henry (2003), "Transmedia Storytelling. Moving characters from books to films to video games can make them stronger and more compelling", MIT Technology Review, (Online). Available at: http://www.technologyreview.com/news/401760/transmedia- storytelling/.
Jenkins, Henry (2007), "Transmedia Storytelling 101", Confessions of an Aca-Fan. The Official Weblog of Henry Jenkins, (Online). Available at: http://henryjenkins.org/2007/03/ transmedia_storytelling_101.html.
Jenkins, Henry (2009a), "The Revenge of the Origami Unicorn: Seven Principles of Transmedia Storytelling (Well, Two Actually. Five More on Friday)", Confessions of an Aca- Fan. The Official Weblog of Henry Jenkins, (Online). Available at: http://henryjenkins.org/ 2009/12/the_revenge_of_the_origami_uni.html.
Jenkins, Henry (2009b), "Revenge of the Origami Unicorn: The Remaining Four Principles of Transmedia Storytelling", Confessions of an Aca-Fan. The Official Weblog of Henry Jenkins, (Online). Available at: http://henryjenkins.org/2009/12/ revenge_of_the_origami_unicorn.html.
Jenkins, Henry (2010), "Transmedia Storytelling and Entertainment: An annotated syllabus", Continuum: Journal of Media & Cultural Studies, XXIV, (6), pp.943-958.
Jenkins, Henry, Sam Ford and Joshua Green (2013), Spreadable Media. Creating Value and Meaning in a Networked Culture, New York and London, New York University Press.
Long, Geoffrey A. (2007), Transmedia Storytelling. Business, Aesthetics and Production at the Jim Henson Company, Master Thesis in Comparative Media Studies, Massachusetts Institute of Technology, Cambridge
Mittell, Jason (2013), "Forensic Fandom and the Drillable Text", Spreadable Media: Enhanced Version, (Online). Available at: http://spreadablemedia.org/essays/mittell/#.VHqBXmSsWtu.
Moloney, Kevin T. (2011), Porting Transmedia Storytelling to Journalism, Master Thesis in Social Sciences, Denver, University of Denver.
Pearson, Roberta & Anthony N. Smith (eds.) (2015) Storytelling in the media convergence age. Exploring screen narratives, Hampshire, Palgrave Macmillan
Perryman, Neil (2008), "Doctor Who and the Convergence of Media: A Case Study in 'Transmedia Storytelling'", Convergence: The International Journal of Research into New Media Technologies, XIV, (1), pp.21-39.
Rodríguez-Ferrándiz, Raúl et al. (2014) 'Transmedia contents created around Spanish television series in 2013: typology, analysis, overview and trends', Communication & Society 27(4), 73-94.
Roos, Cecilia (2012) 'Producing Transmedia Stories. A Study of Producers, Interactivity and Prosumption', Malmö, Malmö University.
Scolari, Carlos Alberto (2009) 'Transmedia Storytelling: Implicit Consumers, Narrative Worlds, and Branding in Contemporary Media Production', International Journal of Communication, 1-21.
Scolari, Carlos, Paolo Bertetti & Matther Freeman (2014) Transmedia Archaeology. Storytelling in the Borderlines of Science Fiction, Comics and Pulp Magazines, Basingstoke, Palgrave
Smith, Aaron Michael (2009) 'Transmedia Storytelling In Television 2.0', Thesis, Middlebury College.
Smith, Aaron Michael (2011) 'Lost in a Transmedia Universe', Geminis, 1-31.
Ugartemendía, José Ig Galán (2012) 'La transmedialidad, una nueva gramática para el sujeto complejo', Portal Comunicación, http://portalcomunicacion.com/lecciones_det.asp?id=71
Various Authors (2014) International Journal of Communication, Special Issue "Transmedia Critical: Empirical Investigations into Multiplatform and Collaborative Storytelling"
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Research Design
At the end of the CU students should be able to:
1) recognize and use different types of methodological strategies, mastering its theoretical, methodological and technical requirements, in order to make adequate choices;
2) identify central problems in research design, from problem definition to conceptualisation, operationalization, observation and proposal writing;;
3) write a research and/or intervention project proposal.
1. Research as a producer of knowledge to know and/or to intervene.
1.1. Empirical research as theoretically oriented.
1.2. Research as problem solving: diagnosis, evaluation, intervention.
1.3. Ethics in different types of research.
2. How to design a research project and/or intervention.
2.1. Formulation of the problem and definition of objectives.
2.2. Conceptualization.
2.3. Operationalization and observation.
2.4. Project's design.
3. Methodological strategies.
3.1. Adequacy of the methodological strategies to the objectives of tthe research.
3.2. Extensive research: large surveys, statistical databases, etc..
3.3. Intensive research: case studies, field research, participant observation, ethnographic approach, etc.
3.4. Action research and social intervention.
3.5. Comparative research: objectives and problems of comparison.
3.6. Mixed methods.
The learning process proceeds trough theoretical-practical classes, seminar presentations and debate (which are given prevalence), tutorials and students' autonomous work.
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Evaluation along the semester, comprising the following components:
(a) Class participation and presentation of the research and/or intervention project (35%)
b) Final written work: research project and/or intervention (65%).
OR
Final assessment, consisting of a final written work: research project and/or intervention, complemented with an oral discussion, if the teacher considers necessary (100%).
The evaluation of this course does not include a final exam.
Economy and Media System
By the end of the semester, students in this class will:
LO1 Identify the main concepts, practices and trends in the media business.
LO2 Identify the key elements to design a new project or to upgrade an existing media project.
LO3 Be able to develop a news media or new media project.
LO4 Extensively research and discuss the impact of the Digital Revolution on the news media industry.
LO5 Analyse the new media ecosystem.
LO6 Study the business of digital news enterprises.
LO7 Study cases of innovative media start-ups.
LO8 Understand the basics of entrepreneurship.
LO9 Apply techniques and processes to transform innovative ideas into a sustainable media project.
LO10 Develop a project for an innovative news and information project, for-profit or non-profit.
PC1 News media companies business theories.
PC2 Media environment analysis:
PC3 Global and regional media market: overview and major trends.
PC4 Media companies business models.
PC5 Entrepreneurship and innovation: 10 desires of change.
PC6 Project design and development: Tools and methods to develop innovative projects of news and media.
Assessment throughout the semester is carried out using the following items:
1 - In-class participation: 10 %
2 - Oral group presentation: 40 %
3 - Written essay: 50 %
It is possible to be assessed though a single final exam (100%).
Title: Kay, Jeff and Quinn, Stephen. Funding Journalism in the Digital Age. Peter Lang Publishing, New York, NY, 2010.
Deuze, Mark & Mirjam Prenger. Making Media: Amerterdam University Press, 2019
Briggs, Mark. Entrepreneurial Journalism: How to Build What?s Next for News. CQ Press, Thousand Oaks, CA, 2012.
Albarran, A. (2010), The Media Economy, London: Routledge.
Authors:
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Title: Ries, Eric. (2011) The Lean Startup. Crown Business, New York, NY.
Osterwalder, Alexander and Pigneur, Yves. Business Model Generation. John Wiley and Sons Inc., Hoboken, NJ 2010.
Lowe, Gregory e Brown, C. (org) (2016). Managing Media Firms and Industries ? What?s so special about media management?. New York, Springer.
Kueng, Lucy (2015). Innovators in digital news, Oxford: Reuters Institute.
Kovach, Bill and Rosenstiel, Tom. The Elements of Journalism, revised and updated. 3th edition. Random House, New York, NY. 2014.
Grueskin, Bill; Seave, Ava; and Graves, Lucas. The Story So Far: What We Know About the Business of Digital Journalism. Columbia Journalism School, Tow Center, 2011. Available online
Anderson, C.W.; Bell, Emily; and Sharky, Clay. Post-Industrial Journalism: Adapting to the Present. Columbia Journalism School, Tow Center, 2012. Available online
Authors:
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Social Networks Management and Audience
OA1| ithe main features of online social networks and the methodologies used for conducting audience research
OA2| meet the collected indicators and their function
OA3| realize the importance of industry research for the advertising communication
OA4| to identify strengths and weaknesses of each study
OA5| know the characteristics of each media
OA6| learn analyze a media plan
OA7| assess the suitability of a media plan for each type of communication strategy
OA8| know the web 2.0 features
OA9| know the main social networks in use
OA10| know the main goals to achieve with social networks
OA11| have the notions for a professional management on facebook
OA12| learn how to structure a presence in social media
OA13| know the input phases, maturity and professionalism in the web 2.0
OA14| know the main components online communities
1.- Social networks, their affordances and the requirement for new literacies.
1.1. The role of audience studies in advertising investment decisions.
2.- Methodologies audience studies used in Portugal and in the world
2.1. Internet
2.2. Tv Set
2.3. Radio
2.4. Press
2.5. Outdoor
-3.- Characteristics of the media from the point of view of advertising communication
4.- The planning of advertising investments - theoretical foundations
5.- The concepts, variables for analysis and the indicators used in media planning
6.- Web 2.0
7.- The 4 input phases in social networks
8.- The 3 main goals to achieve in social networks
9.- Types of online communities
10.- How to manage facebook pages: the 7 key rules
11.- Model Social Media War
12.- Facebook , Twitter, Instagram , Youtube, Linkedin , Snapchat
Students can choose between assessments throughout the semester and final exam.
There will be two moments of assessment: 1) a test during the term on the theoretical part and 2) an assignment for the first term on the practical part.
1)The test counts 50% of the grade;
2) Individual written work on the practical part (strategies for social networks) counts for 40%. Attendance and active participation in the practical component count for 10% of the final grade.
Students with a mark higher than 9.5 val in the two assessments will pass.
Alternatively, students may take the final written exam, worth 100% of the grade.
Title: Zuboff, S. (2019) The Age of Surveillance Capitalism: The Fight for a Human Future at the New Frontier of Power. Profile Books
Van Dijck, J. et al (2018). The Platform Society: Public Values in a Connective World. Oxford University Press
Rieder, B. (2020) Engines of Order: A Mechanology of Algorithmic Techniques. Amsterdam University Press
BERGER, JONAH, "Contágio"
QUALMAN, ERIK, "Socialnomics: How Social Media Transforms the Way We Live and Do Business"
Page, R. (2018). Narratives Online: Shared Stories in Social Media. Cambridge University Press.
KABANI, Shama; BROGAN, CHRIS "The Zen of Social Media Marketing: An Easier Way to Build Credibility, Generate Buzz, and Increase Revenue",
Sissors, Jack Z. e Baron, Roger B. (2010), Advertising Media Planning, McGraw-Hill (7ª edição).
Barabasi, L. (2002). Linked. How Everything Is Connected To Everything Else And What It Means For Business, Science, And Everyday Life. Ed: Basic Books
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Human Resources Strategic Management in Media
LG1. To describe the conditions in which organizational competitiveness is related to HR practices and systems
LG2. To develop HR strategies leading to different sustainable competitive advantages
LG3. To assess the consistency between HRM systems and specific strategic events
CP1. GRH e organizações: das práticas de GRH à performance
CP2. Diferentes tipos de alinhamento: horizontal, vertical e temporal
CP3. O modelo AMO
CP4. GRH e capacidades organizacionais: clima de serviço, coordenação relacional e fiabilidade
CP5. GRH e capacidades dinâmicas: ambidextria, aprendizagem organizacional, resiliência organizacional
CP6. GRH no contexto de grandes movimentos estratégicos
Periodic evaluation implies: a written exam (70%); group task (30%).
Students who fail the delivery of any assignment, who score below 10 on the individual component, or that have more than 1/3 absenteeism should take the final examination (an exam that corresponds to 100% of the final grade).
Title: Boxal, P. & Purcell, J. (2015). Strategy and Human Resource Management (4 ed.). London: Palgrave McMillan.r, B. et al. (2006). The climate of service: A review of the construct with implications for achieving CLV goals. Journal of Relationship Marketing, 5, 2/3, 1111-132.
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Title: Wright, P. M., & McMahan, G. C. (1992). Theoretical perspectives for strategic human resource management. Journal of management, 18(2), 295-320.
Tarique, I., & Schuler, R. S. (2010). Global talent management: Literature review, integrative framework, and suggestions for further research. Journal of world business, 45(2), 122-133.
Svetlik, I., Stavrou?Costea, E., Vakola, M., Soderquist, K. E., & Prastacos, G. P. (2007). Competency management in support of organisational change. International journal of manpower.
Shin, Y., Sung, S. Y., Choi, J. N., & Kim, M. S. (2015). Top management ethical leadership and firm performance: Mediating role of ethical and procedural justice climate. Journal of Business Ethics, 129(1), 43-57.
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual review of psychology, 64, 361-388.
McClelland, D. C. (1973). Testing for competencies rather than intelligence American Psychologist. Internet][Consultado el 03 de diciembre del 2018. Disponible en: https://rieoei. org/historico/deloslectores/Maura. PDF].
Levy, P. E., & Williams, J. R. (2004). The social context of performance appraisal: A review and framework for the future. Journal of management, 30(6), 881-905.
Leuven, E., Oosterbeek, H., Sloof, R., & Van Klaveren, C. (2005). Worker reciprocity and employer investment in training. Economica, 72(285), 137-149.
Irigaray, H. A. R., Paiva, K. C. M. D., & Goldschmidt, C. C. (2017). Organizational resilience: a proposition of an integrated model and research agenda. Cadernos EBAPE. BR, 15(SPE), 390-408.
Hiltrop, J. M. (1999). The quest for the best: human resource practices to attract and retain talent. European Management Journal, 17(4), 422-430.
Harris, L. C., & Ogbonna, E. (2001). Strategic human resource management, market orientation, and organizational performance. Journal of business research, 51(2), 157-166.
Goleman, D. (2012). Emotional intelligence: Why it can matter more than IQ. Bantam.
Ghasabeh, M. S., Soosay, C., & Reaiche, C. (2015). The emerging role of transformational leadership. The Journal of Developing Areas, 49(6), 459-467.
Fletcher, C. (2001). Performance appraisal and management: The developing research agenda. Journal of Occupational and organizational Psychology, 74(4), 473-487.
Dries, N., Vantilborgh, T., & Pepermans, R. (2012). The role of learning agility and career variety in the identification and development of high potential employees. Personnel Review.
Draganidis, F., & Mentzas, G. (2006). Competency based management: a review of systems and approaches. Information management & computer security.
DeNisi, A. S., & Pritchard, R. D. (2006). Performance appraisal, performance management and improving individual performance: A motivational framework. Management and organization review, 2(2), 253-277.
De Vos, A., De Hauw, S., & Van der Heijden, B. I. (2011). Competency development and career success: The mediating role of employability. Journal of vocational behavior, 79(2), 438-447.
Cravens, K. S., Oliver, E. G., & Stewart, J. S. (2010). Can a positive approach to performance evaluation help accomplish your goals?. Business Horizons, 53(3), 269-279.
Collings, D. G., & Mellahi, K. (2009). Strategic talent management: A review and research agenda. Human resource management review, 19(4), 304-313.
Boyatzis, R. E., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI). Handbook of emotional intelligence, 99(6), 343-362.
Bjornberg, L., DellCioppia, S., & Tanzer, K. (2002). Training and development: Best practices. Public Personnel Management, 31(4), 507-516.
Bettis-Outland, H. (2012). Decision-making's impact on organizational learning and information overload. Journal of Business Research, 65(6), 814-820.
Becker, B., & Gerhart, B. (1996). The impact of human resource management on organizational performance: Progress and prospects. Academy of management journal, 39(4), 779-801.
Bastiani, V., & Gutierrez, R. (2016). Ambidestria organizacional e gestão de processos: Uma revisão integrada da literatura. In Congresso Nacional de Excelência em Gestão & INOVARSE (Vol. 3, pp. 1-22).
Avolio, B. J., & Bass, B. M. (1995). Individual consideration viewed at multiple levels of analysis: A multi-level framework for examining the diffusion of transformational leadership. The leadership quarterly, 6(2), 199-218.
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Financial Information and Decision-Making
At the end of this course students should be able:
1. Explain business dynamics from an economic, financial and monetary decision perspective.
2. Distinguish the structuring components for analyzing financial health, profit generation and cash generation.
3. Explain the impact of decisions on financial health in social media companies.
4. Explain the impact of decisions on profit generation in social media companies.
5. Explain the impact of decisions on money generation (cash flow) in social media companies.
1 - Business, Dynamics and Business Decisions
1.1. Financial literacy: from personal finances to business finances
1.2. Business, activities and decisions: the FIO triumvirate
1.3. The accounting-financial information system
1.4. The FEM triumvirate: financial, economic and monetary position
1.5. Financial reports
2 - Financial Health and Financing and Investment Decisions
2.1. Fundamental concepts
2.2. Financing and investment decisions and impact on financial position
2.3. Financial position reporting and metrics
3 - Profit Generation and Operational Decisions
3.1. Fundamental concepts
3.2. Operational decisions and impact on economic position
3.3. Economic position report and metrics
4 - Money Generation and Business Decisions
4.1. Fundamental concepts
4.2. Business decisions and impact on monetary position
4.3. Monetary position report and metrics
4.4. Integrated view: business decisions and financial reporting
Two types of assessment:
1. Assessment throughout the semester:
- Individual and/or group cases (thematic): 10%
- Group work, with possible oral discussion: 30%.
- Individual written test: 60%
Requirements:
- Execution of cases and evaluation work.
- Minimum average of 10 points in cases and assessment work.
- Minimum score of 8 points in the individual written test.
Attendance:
- There is no minimum attendance.
2. Assessment by exam:
- Individual written exam: 100%.
Grade defense: eventual defense of a grade, oral or written, for a classification higher than 16, in any of the modalities.
Title: 1. Libby, R., Libby, P. and Hodge, F. (2023), Financial Accounting, 11ª Ed., McGraw Hill.
2. Lourenço, I., et al., (2020), Fundamentos de Contabilidade Financeira - Teoria e Casos (3ª Ed.), Lisboa: Sílabo.
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Title: 1. Mota, A. G., Barroso, C., Soares, H. e Laureano, L. (2023), Introdução às Finanças - Fundamentos de Finanças com Casos Práticos Resolvidos e Propostos, 4ª Ed., Lisboa: Sílabo.
2. Jordan, H., Neves, J. C. e Rodrigues, J. A. (2020), O Controlo de Gestão, 11ª Ed., Lisboa: Áreas Editora.
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Master Dissertation in New Media Management
The objective of this course is to prepare the students to develop a research, testing cientifical hypothesis in Communication an Media, and also in information technologies. On the way of developing their thesis, the students will be integrated, as active participants, in the scientific community, and will reinforce ther critic abilities in relation to theoretical and empirical research. By completing this course, the student must be able to: formulate research hyphotesis, select the appropriate readings, develop methods and materials, do empirical testing of the hypothrsis, analize results and reject/confirm the hypothesis, write a paper and produce a poster.
ProgramIn close dialogue with the research supervisor, the students must: Formulate a starting question, identify the appropriate and relevant readings and elaborate a theoretical and empirical revision; formulate the research problem and its hypothesis; design a research to test the hypothesis; create procedures and materials; conduct the study; analize and interpret the results; plan the thesis; write the thesis.
Evaluation processThe thesis will be evaluated by a juri, in open session, after the supervisor acceptation of the thesis as ready to be presented and discussed in public. The evaluation will be based on the scientific quality and its theoretical and methodological approach.
The evaluation in this UC does not include a final written examination.
Title: Van Dijk, J. (2005) The Deepening Divide: Inequality in the Information Society, Sage, London
Silverman, David (ed.) (2011) Qualitative Research, London, Sage
Picard, Robert G. (2002) Media Firms: Structures, Operations, and Performance, London: Routledge
Creswell,John W.(2003) Research design: qualitative, quantitative,and mixed methods approaches,Thousand Oaks,Sage
Castells, M. (2001), Internet Galaxy, OUP, Oxford
Capucha,Luís (2008) Planeamento e Avaliação de Projectos,Guião Prático,Lisboa, DGIDC/ME
Bryman,Alan (2012)Social Research Methods, Oxford,OUP
Blaikie,N. (2007) Approaches to social enquiry:advancing knowledge,Cambridge,Polity Press
Babbie, E. (1989) The Practice of Social Research, Belmont, California Wadsworth Publishing Comp.
Anderson, Chris (2006) The Long Tail: Why the Future of Business is Selling Less of More, Hyperion
Anderson, C.W; Bell, Emily; and Sharky, Clay (2012) Post-Industrial Journalism: Adapting to the Present. Columbia Journalism School, Tow Center
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Title: -
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2nd Cycle Internship
The learning outcomes of the Internship are adapted to each internship and the institution where it is developed. These are:
LO1. To acquire technical skills linked to methods and techniques for action within different kinds of institutions related to the general objectives and learning outcomes of the master's degree;
LO2. To develop research and action-research skills within organizations related to the master's degree;
LO3. To prepare an internship report that reveals analytical reflection of the professional or academic context;
LO4. Develop indicators for recording and evaluating professional practice.
1. Topic and problem of the internship
2. Internship plan
3. Theoretical and methodological framework
4. Methodology of collaborative action research
5. Evaluation
6. Report
Individual report, which contains the following elements:
a) Characterization of the institutional context (history, organization, policies and services, activities, organizational structure and functioning);
b) Framing the internship institution;
c) Description of the activities developed (roles, responsibilities, agents, work processes, methodologies used)
d) Critical and theoretically based conclusions
e) References
The UC does not contemplate the modality of evaluation by Exam.
Title: - Sweitzer, H. Frederick e King, Mary A. (2014), The Successful Internship: Personal, Professional, and Civic Development in Experiential Learning, Belmont, CA: Brooks/Cole, Cengage Learning.
- Reeher, Gant e Mariani, Mack (2002), The Insider's Guide To Political Internships: What To Do Once You're In The Door, Nova Iorque: Basic Books
- Neves, José, Garrido, Margarida, Simões Eduardo (2008), Manual de Competências Pessoais, Interpessoais e Instrumentais. Teoria e Prática, Lisboa: Editora SÍLABO
- Della Porta, Donatella e Keating Michael (eds.) (2008) Approaches and Methodologies in the Social Sciences. A Pluralist Perspective, Cambridge: Cambridge University Press
- Courtney, Roger (2013), Strategic Management in the Third Sector, Basingstoke: Palgrave Macmillan
- Capucha, Luís (2008), Planeamento e Avaliação de Projetos. Guião Prático, Lisboa: ME/DGIDC
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Objectives
This course is distinguished by the importance it places on the perspectives and methods that are central to digital media. The master's has as its principle objective providing students with specialized training, as well as knowledge and research in the domains of new media management and marketing. It offers the technical skills and conceptual frameworks necessary to participate in professional new media management. This course seeks to align a pragmatic aspect defined by the exploration of digital potential with the academic rigor inherent in the tradition of critical thought about media.
- Development of professional, scholastic, and innovative skills in subjects related to design, management and marketing in digital media.
- Familiarity with models of management and business practiced within the creative media industries.
- Application of theoretical concepts to case studies with a practical dimension.
- Strategic reflection about the challenges that companies face in the management of increasing volumes of data.
Thesis / Final work
Completion of the Master's in New Media Management is dependent on the presentation of a dissertation or final project. Due to the orientation of the course towards professional practice and experience, the final project option is usually encouraged, as it allows students to invest time in the sustained development of proposals that aim to improve the qualidade of services offered in this area.