What communication skills do other disciplines value most? A communication across the curriculum needs analysis

IF 0.9 Q3 COMMUNICATION COMMUNICATION EDUCATION Pub Date : 2022-11-03 DOI:10.1080/03634523.2022.2136395

Melissa A. Broeckelman-Post, Stephanie Norander, T. Ball, Brandi Quesenberry, Adebanke Adebayo, Sammi Munson, Aayushi Hingle Collier, Briana M. Stewart, Shannon M. Taylor-Heflin

{"title":"What communication skills do other disciplines value most? A communication across the curriculum needs analysis","authors":"Melissa A. Broeckelman-Post, Stephanie Norander, T. Ball, Brandi Quesenberry, Adebanke Adebayo, Sammi Munson, Aayushi Hingle Collier, Briana M. Stewart, Shannon M. Taylor-Heflin","doi":"10.1080/03634523.2022.2136395","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic.","PeriodicalId":47722,"journal":{"name":"COMMUNICATION EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMMUNICATION EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03634523.2022.2136395","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"COMMUNICATION","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

其他学科最看重的沟通技巧是什么?跨课程交流需要分析

本研究旨在深入了解其他学科的教师如何看待沟通技巧，并进行需求分析，以帮助我们开发资源，以支持将沟通作业纳入其学科课程的教师。调查数据来自三所大型公立大学的232名教师，并对跨机构和学科的12名教师进行了定性随访访谈。结果表明，我们的同事对沟通的定义在复杂性上存在很大差异。团队和互动技巧是最受重视的沟通技巧，以及各种演讲技巧。虽然解释和辩论技能受到高度重视，但它们也是需要发展的领域。在COVID-19之前完成的调查中，在线和媒介沟通技能被评为最不重要的，但在大流行期间进行的访谈中，它们被视为一种新出现的需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

COMMUNICATION EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

34.80%

发文量

期刊介绍： Communication Education is a peer-reviewed publication of the National Communication Association. Communication Education publishes original scholarship that advances understanding of the role of communication in the teaching and learning process in diverse spaces, structures, and interactions, within and outside of academia. Communication Education welcomes scholarship from diverse perspectives and methodologies, including quantitative, qualitative, and critical/textual approaches. All submissions must be methodologically rigorous and theoretically grounded and geared toward advancing knowledge production in communication, teaching, and learning. Scholarship in Communication Education addresses the intersections of communication, teaching, and learning related to topics and contexts that include but are not limited to: • student/teacher relationships • student/teacher characteristics • student/teacher identity construction • student learning outcomes • student engagement • diversity, inclusion, and difference • social justice • instructional technology/social media • the basic communication course • service learning • communication across the curriculum • communication instruction in business and the professions • communication instruction in civic arenas In addition to articles, the journal will publish occasional scholarly exchanges on topics related to communication, teaching, and learning, such as: • Analytic review articles: agenda-setting pieces including examinations of key questions about the field • Forum essays: themed pieces for dialogue or debate on current communication, teaching, and learning issues

期刊最新文献

With much appreciation Advocating for and valuing instructional and communication education: standing on the shoulders of giants Forum epilogue Looking outside and addressing the crucial issues Presenting our wounds, healing the discipline: the problem of communication effectiveness