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The creation of innovative and impactful communication theories depends on improving our theorizing practices. A grounded practical theory analysis of communication theory textbooks and exercises explored representations of theorizing and what it means for students to think like theorists. The analysis suggests that communication theory pedagogy embraces a model of theorizing as practical application where existing theories and deductive reasoning are used to understand communication situations and develop communication practices. Theorizing as practical invention is offered as a complementary approach to theorizing as practical application that centers on the creation of theories and explanations using abduction. Implications for communication theory pedagogy grounded in theorizing as practical invention are presented.

Dualities play an important role in creating the conditions for change and managing planned change initiatives. Building on Seo, Putnam, and Bartunek's (2003) work, this study focuses on the dualities associated with managing change processes. A case study of a planned change process called the Circle of Prosperity Initiative, a multi-stakeholder dialogue designed to bring information technology to Indian country, was analyzed. Three dualities emerged regarding the structuring and management of the change initiative: (1) inclusion-exclusion, (2) preservation-change, and (3) centrality-parity. The findings suggested that these dualities were managed using Seo et al.'s (2003) strategy of connection. Notably, the strategy of connection relied heavily on the ability of change agents to set context within and between the different phases of the initiative and involved three specific practices for setting context setting: (1) commonplacing, (2) bounded mutuality, and (3) reflexive positioning. (Contains 1 table and 1 note.)

Engaged scholarship represents one way for making our research relevant to organizational practitioners by bridging the gap between theory and practice. Engaged scholarship is viewed as a form of collaborative inquiry between academics and practitioners that leverages their different perspectives to generate useful organizational knowledge. We explore the possibilities associated with engaged scholarship in three specific contexts: (1) theory-building and research, (2) pedagogy, teaching, and education, and (3) institutional opportunities and constraints as they relate to issues of tenure and promotion and creation of the engaged campus.

The stories of four practitioners are presented regarding their involvement with the Aspen conference and their reflections on the essays in this forum. Their stories suggest that the ability for academics and practitioners to co-create engaged scholarship depends on articulating common values and interests, creating a shared language that allows them to develop and execute a project and to disseminate their findings in useful ways, and constructing a space for reflection on organizational processes. This suggests that academic and practitioners need to negotiate their differences in values, language, and approach in ways that co-create a mutually satisfying project.

Argues that a definition of interactional argument based primarily on disagreement should be rejected in favor of a more traditional definition based on reason giving. Argues that views of ordinary arguers need not be given priority over those of experts. (SR)

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1468-2885.2008.00332.x Byline: J. Kevin Barge (1), Martin Little (2) Abstract: We propose a discursive approach for exploring how practitioners intelligently respond and create a sense of coherence in their linguistic practice. A discursive approach to skillful activity is able to account for the role of meaning making in conversation, address how communication constructs the context in which skillful activity originates, and recognize the co-created flavor of skillful practice. We offer an account of skillful linguistic performance that turns on practitioners acting with sensibility by paying close attention to the reflexive relationships among: (a) moral-aesthetic commitments; (b) conversational abilities in the form of utterances, methods, and techniques; (c) practical reasoning and the process of invention; and (d) context. We conclude by exploring the implications of a discursive approach for meaning making, identity construction, and managing the tensions emerging from different traditions or communities of practice. Abstract (French) Resume Une approche discursive pour l'etude d'une activite habile Nous proposons une approche discursive pour l'exploration de la maniere dont les praticiens reagissent intelligemment et creent un sens de coherence dans leurs pratiques linguistiques. Une approche discursive pour l'etude de l'activite habile est en mesure de tenir compte du role de la construction de sens dans la conversation, d'aborder la facon dont la communication construit le contexte dont origine l'activite habile ainsi que de reconnaitre la nature coconstruite de la pratique habile. Nous expliquons l'exercice linguistique habile des praticiens agissant avec sensibilite en portant une attention particuliere aux relations reflexives entre : a) les engagements moraux-esthetiques, b) les capacites conversationnelles sous forme d'enonces, de methodes et de techniques, c) le raisonnement pratique et le processus d'invention et d) le contexte. Nous concluons en explorant les implications d'une approche discursive pour la construction de sens et d'identite ainsi que pour la gestion des tensions qui emergent de differentes traditions ou communautes de pratiques. Abstract (German): Abstract Ein diskursiver Ansatz kundigen Handelns Fur die Erforschung, wie Praktiker intelligent reagieren und einen Sinn von Koharenz in der linguistischen Praxis kreieren, schlagen wir einen diskursiven Ansatz vor. Ein diskursiver Ansatz kundigen Handelns macht es moglich, die Rolle von Bedeutungsfindung in Gesprachen zu erklaren, au[sz]erdem anzusprechen, wie Kommunikation den Kontext bestimmt aus dem kundiges Handeln hervorgeht und gleichzeitig die fachkundige Praxis berucksichtigt. Wir bieten eine Darstellung von kundigem linguistischen Verhalten, welches sensibel agierende Praktiker betrifft, wenn sie ihre Aufmerksamkeit auf die reflexiven Beziehungen lenken zwischen: (a) moral-asthetische Verpflichtungen; (b) dialogorientierte Fahigkeiten in Form von Au[sz]erungen, Methoden und Techniken; (c) praktische Argumentation und den Prozess der Erfindung; und (d) Kontext. Wir schlie[sz]en, indem wir die Implikationen eines diskursiven Ansatzes fur die Bedeutungskonstruktion, Identitatskonstruktion und dem Umgang mit Spannungen, die aus verschiedenen Traditionen oder Praxisgemeinschaften entstehen, untersuchen. Abstract (Spanish): Resumen Un Enfoque Discursivo de la Actividad Habilidosa Proponemos un enfoque discursivo para explorar como los profesionales responden inteligentemente y crean un sentido de coherencia en su practica linguistica. Una aproximacion discursiva de la actividad habilidosa es capaz de explicar el rol de la construccion de sentido en la conversacion, de explicar como la comunicacion construye el contexto donde la actividad habilidosa se origina, y reconoce el sabor co-creado de la practica habilidosa. Ofrecemos una explicacion del desempeno linguistico habilidoso que genera interes por parte de los profesionales para actuar con sensibilidad prestando atencion a las relaciones reflexivas entre: (a) los compromisos morales-esteticos; (b) las habilidades conversacionales en la forma de palabras, metodos, y tecnicas; (c) el razonamiento practico y el proceso de invencion; y (d) el contexto. Concluimos con una exploracion de las implicaciones del enfoque discursivo sobre la construccion de sentido, la construccion de la identidad, y el manejo de las tensiones que emergen de tradiciones diferentes o de comunidades de practica. Author Affiliation: (1)Department of Communication, Texas A & M University, College Station, TX 77843 (2)Kensington Consultation Centre Foundation, London, UK Article note: J. Kevin Barge; e-mail: kbarge@tamu.edu

A discursive approach to socialization focuses our attention on the way discourse organizes the individual-organizational relationship. The present study employs the concept of memorable messages as a way for exploring the discourse associated with organizational entry. Three results emerged from the data: (1) the discourse associated with the socialization of newcomers emphasizes simultaneously fitting into existing organizational patterns while developing individual abilities; (2) informal face-to-face communication is important when constructing individual-organizational relationships; and (3) there is a positive bias in the socialization discourse associated with organizational entry. Implications for future research in organizational entry from a discursive approach are highlighted. Key words: discourse, memorable messages, socialization tactics, organizational entry, MOST ORGANIZATIONAL socialization theorists and researchers agree that the entry point, or what is typically referred to as the encounter stage, is a key moment for people as they construct [...]

Stories represent one of the oldest tools people use to make sense of and transmit their history, beliefs, culture, and meanings about life to subsequent generations (Durrance, 1997). The use [...]

Within the postmodern and critical managerial communication and pedagogical literature, reflexivity has traditionally been conceptualized as an epistemological practice that emphasizes intellectual critique. Little attention has been given to how managers act reflexively in conversation with other organizational members. This study sampled managers who were trained from a communication perspective that emphasizes reflexive practice. The results suggest managers adopt a more relationally responsive approach to reflexivity within their conversational practice, which incorporates elements of intellectual critique. Three implications of a relationally responsive approach to reflexivity within managerial practice are highlighted: (1) reflexive practice should be viewed as a relational activity that highlights issues of situated judgment, timing, and rhythm within conversation, (2) reflexive practice emphasizes inclusive, respectful, and safe communication, and (3) reflexive practice is connected to empowerment. Keywords: Reflexivity; Management; Story; Affirmation; Multivocality

Hope is a form of discursive practice that involves cocreating discourse with others that generates new images of possibility for social arrangements and mobilizes the moral and affective resources necessary to translate image into action and belief while balancing creativity and constraint. I adopt Craig's (1989; Craig & Tracy, 1995) notion of practical theory and use it to explore the practice of creating positive communication frameworks for fostering hope in community-building efforts. In this study, I analyze the practice of Imagine Chicago, an internationally known community-building organization that emphasizes hope as a core element in its approach, using the lenses of affirmative, dialogical, and pragmatic theory. The analysis suggests cocreating textured vocabularies of hope requires community builders to develop (a) affirmative, (b) relational, (c) generative, and (d) imaginative situated sensibilities when developing positive communication frameworks.

Parental involvement is a key predictor of a student's academic success. However, little research has explored whether parent, student, and teacher perceptions ore similar regarding what constitutes parental involvement and the communication activities it entails. The present study examines parent, student, and teacher perceptions of parental involvement and communication. While agreement exists on the importance of monitoring a child's academic performance and constructive teacher-parent communication, disagreement on the role of discipline and the use of extracurricular programs exist. Two discourses surrounding parental involvement are articulated--information transmission and partnership--and the implications of these discourses for developing parental involvement interventions are examined. KEY WORDS: Parental involvement, information transmission, partnership

My first CSCA convention was in 1983 at Lincoln, Nebraska. I was a second-year graduate student at the University of Kansas and Wil Linkugel and Ken Johnson had donated their [...]

Organizational dialogue has traditionally been associated with the Massachusetts Institute of Technology learning organization project rooted in the work of David Bohm. As a result, dialogue is viewed as an 'abnormal' form of discourse--removed from everyday managerial practice--that occurs when organizations encounter crisis and need to engage in second-order learning. We offer an alternative approach to dialogue grounded in the work of Mikhail Bakhtin. A Bakhtinian perspective toward dialogue views everyday communicative practice as inherently dialogic. We explore Bakhtin's notion of dialogue and offer a set of conversational sensibilities that may inform communicative practice in organizational life.

The author advocates practical theory to map challenges inherent in a process, to provide a framework in which to examine issues, and to facilitate evolution of tradition of practice. The method's responsiveness to a variety of factors and human influences are also discussed.

Several factors can affect and define the working relationship between academic department heads and faculty members. Faculty perception of trustworthiness in chairpersons can move the relationship towards positive goals. Conversely, detachment and selfishness in department leaders can adversely affect the relationship. Other affective factors, either positive or negative, are performance evaluations, recognition, support, professional interference, social interaction and communication.

this study investigated influence strategies reported by men and women at two levels of the organizational hierarcy--lower-level and higher-level managers. The purpose of the study was to assess whether a structuralist, socialization, or some combination of the two perspectives best accounts for the relationships among gender, power, and influence. Two hundred twelve female and male upper-and lower-level managers from two large organizations in the Southwest participated in the study by reporting the strategies they would use to get a subordinate to perform an obligatory and nonobligatory work-related action. Subjects also responded to a perceived position power measure. Results showed that gender seems to make a marginal overall difference in influence choices made in an obligatory situation; however, this difference was most noticeable between lower-level female and male managers. Observable and consistent differences in influence were connected to hierarchical level in the obligatory situation. These findings were analyzed within the structuralist and socialization perspectives of power and influence in the organization.

Examines the influence of nonverbal cues and attorney gender on juror impression formation. Concludes that (1) attorney gender may not influence the impression formation process in the courtroom; and (2) delivery styles produce expectations for the appropriateness of disfluencies in speech. (MM)

Examines which leadership model provides a better explanation of the relationship between leadership behavior and group outcomes--the group leadership influence model or the leaderless group discussion model. Discusses implications for group leadership from a leaderless group discussion perspective based on the findings of a laboratory descriptive study. (KEH)

Argues that current models of group leadership fail to illuminate the relationship between leadership and group performance. Presents an alternative model of leadership based on communication competencies, which are influenced by task complexity, group climate, and role relationships. A series of heuristic propositions are offered linking communication competencies with conversational topics, situational characteristics, and group outcomes. (TE)