Within the realm of communication studies, organizational communication is a field of study surrounding all areas of communication and information flow that contribute to the functioning of an organization. Organizational communication is constantly evolving and as a result, the scope of organizations included in this field of research have also shifted over time. Now both traditionally profitable companies, as well as NGO's and non-profit organizations, are points of interest for scholars focused on the field of organizational communication. Organizations are formed and sustained through continuous communication between members of the organization and both internal and external sub-groups who possess shared objectives for the organization. The flow of communication encompasses internal and external stakeholders and can be formal or informal.
Cross-cultural communication is a field of study investigating how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study.
Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication. It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds. In this sense, it seeks to understand how people from different countries and cultures act, communicate, and perceive the world around them. Intercultural communication focuses on the recognition and respect of those with cultural differences. The goal is mutual adaptation between two or more distinct cultures which leads to biculturalism/multiculturalism rather than complete assimilation. It promotes the development of cultural sensitivity and allows for empathic understanding across different cultures.
Michael L. Hecht is a researcher in the field of human communication, emphasising the areas of interpersonal and inter-ethnic relationships, identity, and adolescent drug resistance. In 1973, Hecht earned his M.A. from Queens College, City University of New York and his Ph.D. I in communications from the University of Illinois Urbana-Champaign. He is now Liberal Arts Research Professor of Communication Arts and Sciences and Crime, Law, and Justice in the Department of Communication Arts and Sciences at Penn State University. He has previously been full professor at Arizona State University.
A virtual team usually refers to a group of individuals who work together from different geographic locations and rely on communication technology such as email, instant messaging, and video or voice conferencing services in order to collaborate. The term can also refer to groups or teams that work together asynchronously or across organizational levels. Powell, Piccoli and Ives (2004) define virtual teams as "groups of geographically, organizationally and/or time dispersed workers brought together by information and telecommunication technologies to accomplish one or more organizational tasks." As documented by Gibson (2020), virtual teams grew in importance and number during 2000-2020, particularly in light of the 2020 Covid-19 pandemic which forced many workers to collaborate remotely with each other as they worked from home.
Standpoint theory, or standpoint epistemology, is a theory for analyzing intersubjective discourses. Standpoint theory proposes that authority is rooted in individuals’ personal knowledge and perspectives and the power that such authority exerts.
In anthropology, high-context culture and low-context culture are ends of a continuum of how explicit the messages exchanged in a culture are and how important the context is in communication. The continuum pictures how people communicate with others through their range of communication abilities: utilizing gestures, relations, body language, verbal messages, or non-verbal messages. "High-" and "low-" context cultures typically refer to language groups, nationalities, or regional communities. However, the concept may also apply to corporations, professions, and other cultural groups, as well as to settings such as online and offline communication. High-context cultures often exhibit less-direct verbal and nonverbal communication, utilizing small communication gestures and reading more meaning into these less-direct messages. Low-context cultures do the opposite; direct verbal communication is needed to properly understand a message being communicated and relies heavily on explicit verbal skills. The model of high-context and low-context cultures offers a popular framework in intercultural-communication studies but has been criticized as lacking empirical validation.
Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
Businesses benefit by having diversity in the work force. The business case for diversity stems from the progression of the models of diversity within the workplace since the 1960s. In the United States, the original model for diversity was situated around affirmative action drawing from equal opportunity employment objectives implemented in the Civil Rights Act of 1964. Equal employment opportunity was centered around the idea that any individual academically or physically qualified for a specific job could strive for at obtaining the said job without being discriminated against based on identity. These initiatives were met with accusations that tokenism was the reason an individual was hired into a company when they differed from the dominant group. Dissatisfaction from minority groups eventually altered and/or raised the desire to achieve perfect employment opportunities in every job.
Individuals often maintain different versions of themselves in different types of relationships, such as in familial, romantic, and professional relationships. Within each type of relationship, the way an individual acts can change because of the varied nature of each of these relationships. Many describe these different behaviors as "fake selves" used to maintain certain impressions. The term Crystallized Self states that if there are no fake or real selves, then the self must be crystallized, and doesn't change based on who the individual is interacting with. This concept is the preface to the idea of crystallized behavior. The nature of this type of behavior is fluid, multidimensional, and complex. Described experientially, it is when an individual alters their behavior, language, and identity depending on the context with which they are interacting. The Crystallized Self includes ideas of (1) disciplining; (2) multiple facets of identity; (3) the gendered work involved in boundary-spanning; critical intersectionality; and (5) qualitative research. These bring into question how "fluid" our selves can possibly be. Understanding the different dimensions of identity and self has been a continuously researched topic. Dr. Peter Burke, a professor in Cambridge University, stated, "Identities tell us who we are and they announce to others who we are... Identities subsequently guide behavior, leading "fathers" to behave like "fathers" and "nurses" to act like "nurses.""
James Price Dillard is a distinguished professor of Communication Arts and Sciences Department at Penn State University. He has authored and co-authored over 50 manuscripts primarily on the role of emotion and persuasive influence. Dillard graduated in 1976 from the University of Kansas with a Bachelor's degree in Speech Communication and Psychology. In 1978, he earned his Master's degree in Communication from Arizona State University and in 1983, he received a Ph.D. in Communication from Michigan State University. Dillard is currently teaching Measurement in Communication Science and Persuasive Message Processing classes at Penn State University. His awards include the NCA Golden Anniversary Award for the most outstanding, Distinguished Book Award, Communication and Social Cognition Division of the National Communication Association and many others.
Team conflict is conflict within a team. Conflicts may be caused by differing goals, values or perceptions of the team members.
Bounded emotionality is a communications studies approach to dealing with emotional control in the workplace. Emotional control simply refers to how employers and employees handle the range of emotions that naturally occur in the workplace. These emotions can occur because of work, or they can be brought into work from an employee's home life. Bounded emotionality was proposed by Dennis K. Mumby and Linda Putnam.
Robert T. Craig is an American communication theorist from the University of Colorado, Boulder who received his BA in Speech at the University of Wisconsin–Madison, and his MA and PhD in communication from Michigan State University. Craig was on the 1988 founding board of the journal "Research on Language and Social Interaction," a position he continues to hold. From 1991 to 1993 Craig was the founding editor of the International Communication Association journal "Communication Theory" which has been in continuous publication since 1991. He is currently the editor for the ICA Handbook series. In 2009 Craig was elected as a Lifetime Fellow for the International Communication Association, an organization he was president for in 2004–2005.
George E. Cheney is an educator, writer, speaker, facilitator, and consultant. Together with his wife and colleague, Sally Planalp, he has a primary residence in Moab, Utah. Cheney is an internationally recognized leader in the area of organizational communication and focuses his work on the improvement of organizational processes with special attention to the triple bottom line and the pursuit of socially and environmentally responsible economic development. Cheney draws from a variety of disciplines and professions in his work, including sociology, economics, political science, philosophy, marketing, management, and applied ethics.
Karen Ashcraft is an American communication scholar and professor at the University of Colorado at Boulder. Her area of research is in social justice and organizational studies. She looks at identity in the workplace and organizational structures. Specifically she studies issues of diversity, hybrid organizations, gender and power. Being an organizational communication scholar, she sees discourse as central to understanding our human condition as well as how communication amounts to organizing. She examines discourse through a lens of a feminist communicology model to look at the critical role that communication has in one's identity creation.
Karen A. Foss is a rhetorical scholar and educator in the discipline of communication. Her research and teaching interests include contemporary rhetorical theory and criticism, feminist perspectives on communication, the incorporation of marginalized voices into rhetorical theory and practice, and the reconceptualization of communication theories and constructs.
Sonja K. Foss is a rhetorical scholar and educator in the discipline of communication. Her research and teaching interests are in contemporary rhetorical theory and criticism, feminist perspectives on communication, the incorporation of marginalized voices into rhetorical theory and practice, and visual rhetoric.
Identity safety cues are aspects of an environment or setting that signal to members of stigmatized groups that the threat of discrimination is limited within that environment and / or that their social identities are welcomed and valued. Identity safety cues have been shown to reduce the negative impacts impact of social identity threats, which are when people experience situations where they feel devalued on the basis of a social identity. Such threats have been shown to undermine performance in academic and work-related contexts and make members of stigmatized groups feel as though they do not belong. Identity safety cues have been proposed as a way of alleviating the negative impact of stereotype threat or other social identity threats, reducing disparities in academic performance for members of stigmatized groups, and reducing health disparities caused by identity related stressors.
Ingrid Piller is an Australian linguist, who specializes in intercultural communication, language learning, multilingualism, and bilingual education. Piller is Distinguished Professor at Macquarie University and an elected fellow of the Australian Academy of the Humanities. Piller serves as Editor-in-Chief of the academic journal Multilingua and as founding editor of the research dissemination site Language on the Move. She is a member of the Australian Research Council (ARC) College of Experts.
