The Emergence of Organization Through Communication

The Emergence of Organization Through Communication

Date: August 2002
Creator: Hope, Michael
Description: Taylor, Cooren, Giroux, and Robichaud (1996) theorize that an organization is created entirely through the interpretations of its members and it evolves as those conversations change. Demonstrating the Taylor et al. theory, the current study focuses on the outcomes of management vision and strategic planning sessions in a division of a large Southwestern University. It explores the ways organization emerges through the discourse of the managers, how text is amplified to support the organization as a whole, the ways organization continues to emerge in communication, and in what ways the emergent view of organization exists throughout the division. The results of the study support the Taylor et al. theory. Management participants created an expanded view of the organization through discourse and then linked it to the university as a whole. Evidence was found supporting continued reformulation but it was limited to the management participants and did not include hourly employees.
Contributing Partner: UNT Libraries
The Effects of the Advance Organizer on Student Perception of Teacher Communication Competence

The Effects of the Advance Organizer on Student Perception of Teacher Communication Competence

Date: August 1998
Creator: Thibodeau, Melissa Eades
Description: The problem of this study was to determine whether the advance organizer would affect students' perception of instructor communication competence. The study also sought to determine any effect the organizer would have on student achievement.
Contributing Partner: UNT Libraries
Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments

Exploring Factors That Lead to Perceived Instructional Immediacy in Online Learning Environments

Date: December 2014
Creator: Spiker, Chance W.
Description: Instructional communication research clearly indicates that instructor immediacy contributes significantly to effective instruction. However, the majority of immediacy studies have been conducted in traditional (face-to-face) classroom environments. More recently, instructional communication research has focused on assessing the impact of immediacy in online classroom environments. Again, immediacy appears to significantly contribute to effective instruction. The challenge is that most recent immediacy studies use immediacy measurements developed to test immediacy behaviors in face-to-face settings. Considering the lack of nonverbal communication and limited or absent synchronous or verbal communication in online instructional settings, the behaviors contributing most significantly to perceived immediacy, researchers need to reassess the immediacy construct in online environments. The present research explores and identifies behaviors reported by instructors to establish psychological closeness (i.e., immediacy) in online learning environments and assesses to what extent these behaviors are similar to or different from face-to-face immediacy-producing behaviors.
Contributing Partner: UNT Libraries