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Teaching Organizational Communication: Philosophy & Commitment

Teaching Organizational Communication: Philosophy & Commitment TEACHING ORGANIZATIONAL COMMUNICATION: PHILOSOPHY & COMMITMENT Donald P. SUNY at Buffalo Rogers, An came to me and &dquo;I want offer courses that additional The undergraduate said, provide training. a course that will me for a I &dquo;Is word in that sentence is &dquo;additional.&dquo; Too prepare job.&dquo; said, key that all?&dquo; The &dquo;I want a often the reaction to the advice &dquo;offer more undergraduate said, program of will that me for a career.&dquo; I is to offer more of the The student study prepare said, same. courses,&dquo; &dquo;Is that all?&dquo; The &dquo;I want an who takes different courses which undergraduate said, four/five/six education that will me for a life.&dquo; I for different prepare said, him/her four/five/six prepares entry- level has a short-term but the same &dquo;Okay.&dquo; jobs advantage, The above illustrates the basic com- He or she have interchange long-term disadvantage. may simply of a student-centered rationale for the of from several dead- ponents offering option among choosing communication. In a measure end organizational large jobs. that rationale &dquo;Give the students what of that will is, they Developing programs study prepare want.&dquo; It is an students for careers in communication demands acceptable rationale, however, only when the student is as http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ABCA Bulletin SAGE

Teaching Organizational Communication: Philosophy & Commitment

Rogers, Donald P.
ABCA Bulletin , Volume 40 (4): 3 – Dec 1, 1977
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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-0383
DOI
10.1177/108056997704000401
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Abstract

TEACHING ORGANIZATIONAL COMMUNICATION: PHILOSOPHY & COMMITMENT Donald P. SUNY at Buffalo Rogers, An came to me and &dquo;I want offer courses that additional The undergraduate said, provide training. a course that will me for a I &dquo;Is word in that sentence is &dquo;additional.&dquo; Too prepare job.&dquo; said, key that all?&dquo; The &dquo;I want a often the reaction to the advice &dquo;offer more undergraduate said, program of will that me for a career.&dquo; I is to offer more of the The student study prepare said, same. courses,&dquo; &dquo;Is that all?&dquo; The &dquo;I want an who takes different courses which undergraduate said, four/five/six education that will me for a life.&dquo; I for different prepare said, him/her four/five/six prepares entry- level has a short-term but the same &dquo;Okay.&dquo; jobs advantage, The above illustrates the basic com- He or she have interchange long-term disadvantage. may simply of a student-centered rationale for the of from several dead- ponents offering option among choosing communication. In a measure end organizational large jobs. that rationale &dquo;Give the students what of that will is, they Developing programs study prepare want.&dquo; It is an students for careers in communication demands acceptable rationale, however, only when the student is as

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ABCA Bulletin – SAGE

Published: Dec 1, 1977

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