Editorial: Boundaries and Banners

Reinsch, Lamar

doi:10.1177/002194369102800201

Cited by 14 publications

(13 citation statements)

References 1 publication

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“…This time the discussions focused on how business communication was distinct from the burgeoning fields of organizational communication, technical communication, and managerial communication. (Couture, 1992;Fann and Smeltzer, 1989;Dulek, 1993;Reinsch, 1991Reinsch, , 1996Rentz, 1993;Rogers, 1996;Shaw, 1993;andShelby, 1993, 1996). Among the most recent external pressures on ABC is the globalization of business, which has led to an internationalization of our Association.…”

Section: Our Organization's Journeymentioning

confidence: 99%

Individual and Organizational Learning: A Developmental Perspective on Gilsdorf, Rymer and ABC

Thomas

2002

Journal of Business Communication

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or the past two years, the opening plenary session at the Association of Business Communication's (ABC's) annual convention has L. included presentations from both the Outstanding Teacher Awardee and the Outstanding Researcher Awardee. The purpose for including both presentations in the opening session is to draw attention to the synergies between teaching and research-a synergy that I believe is critical for ABC's growth and development.In their presentations (this issue), the outstanding teacher awardee, Jenny Gilsdorf, and the outstanding researcher awardee, Jone Rymer, offer us poignant stories about their personal and professional growth. I believe, however, that these narratives not only tell us about two scholars' developmental journeys, but also mirror a developmental journey of our own Association. Their journeys exemplify a process of generative learning that is core to both individual and organizational transformation.The purpose of my presentation there and present paper is to provide an integrating framework for exploring the linkages between the ideas put forth by Gilsdorf and Rymer. To develop this framework, I will use a psychodynamics perspective to examine the connections among individual development, an organization's developmental process, learning, teaching and research. Individual JourneysCombined, Jenny Gilsdorf and Jone Rymer have taught and conducted research for more than 45 years. Both of their narratives provide illustrations of the developmental tasks they have faced as teachers and researchers, their coping strategies and their subsequent generative learnings (Senge, 1990a).Jenny Gilsdorf tells a personal story not only about her students and the changes in her students' use of the English language, but also tells us

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Section: Our Organization's Journeymentioning

confidence: 99%

Individual and Organizational Learning: A Developmental Perspective on Gilsdorf, Rymer and ABC

Thomas

2002

Journal of Business Communication

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“…One issue that may have an adverse effect on the respect and support technical writing programs receive (especially in English departments) is the fact that the discipline goes under a variety of names and descriptions [7,9,36,[40][41][42][43][44][45][46][47][48][49][50][51]. The conflicts in nomenclature and definition of the discipline certainly created a problem for us in the design of our survey because we had to choose among a wide variety of possible designations to talk about the discipline in our cover letters and survey questions.…”

Section: What Should We Call Ourselves?mentioning

confidence: 99%

Can This Marriage Be Saved: Is an English Department a Good Home for Technical Communication?

MacNealy

Heaton

1999

Journal of Technical Writing and Communication

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In partial answer to the many questions that have been raised about the definition and location of technical writing programs, a random sample of full-time teachers of professional writing was conducted. The results indicate that those located in English departments do not receive the respect and support they need. Those located in other departments are significantly more satisfied. Some strategies for improving the situation are suggested.

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“…This problem is not, however, insurmountable, especially if we really accept Reinsch's (1991) definition of the field as &dquo;an interdisciplinary discipline&dquo; (p. 98). Reinsch may have inadvertently identified the perfect place to locate a Ph.D. program: that is, as an interdisciplinary program under the auspices of a university's graduate school.…”

Section: Key Questions To Facementioning

confidence: 99%

Models of Development: Business Schools and Business Communication

Dulek

1993

Journal of Business Communication

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Colleges of business develop by following one of two models. The first model, the vertical, involves functional specialization and the scientific examination of a specific discipline. The second model, the horizontal, stresses breadth rather than depth. This latter model examines what is often called the "softer" side of managenment—leadership, communication, entrepreneurship, and strategy. Awareness of these two models is important to all business communication faculty, especially to those housed in business schools. The model a school adopts can affect how the faculty member teaches the business communications course and will strongly influence the kind of research that faculty in business schools have to do to receive promotion and tenure.

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Editorial: Boundaries and Banners

Cited by 14 publications

References 1 publication

Individual and Organizational Learning: A Developmental Perspective on Gilsdorf, Rymer and ABC

Individual and Organizational Learning: A Developmental Perspective on Gilsdorf, Rymer and ABC

Can This Marriage Be Saved: Is an English Department a Good Home for Technical Communication?

Models of Development: Business Schools and Business Communication

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