An Exploratory Study of Faculty Members' Perceptions of Their Rhetorical Sensitivity in Informal and Formal Communication Situations.

Autor/in	McDowell, Earl E.
Titel	An Exploratory Study of Faculty Members' Perceptions of Their Rhetorical Sensitivity in Informal and Formal Communication Situations.
Quelle	(1994), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Communication Problems; Communication Research; Communication Skills; Higher Education; Interpersonal Communication; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Fakultät; Kommunikationsbarriere; Kommunikationsforschung; Kommunikationsstil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	R. Hart and D. Burks (1972) indicated that rhetorical sensitivity (RS) is a cognitive orientation to communication competence that stresses the importance of appropriate adaptation and flexibility in interpersonal communication interactions. In 1980, Hart, Carlson and Eadie developed an instrument called RHETSEN scale, a 40-item questionnaire. The instrument focused on encoding spoken messages and consists of three dimensions: Rhetorical Sensitivity (RS); Noble Self (NS); and Rhetorical Reflector (RR). To simplify the process of doing research on RS, NS, and RR orientations toward communication, RHETSEN2 was developed by Eadie and Powell. A cover letter and two versions of RHETSEN2 were sent to 150 randomly selected University of Minnesota faculty members. Instructions were developed and the instrument was revised to determine how gender groups, age groups, and educator groups felt about communicating with students (formal context) and a friend (informal context). The mean results indicate that the RS variable was rated the highest in both formal and informal contexts. Significant differences occurred between gender groups in rating RS for both the formal and informal contexts. Marginal differences occurred between different age groups and different faculty ranks (professor, associate, assistant). If limited differences were evident then between the various groups studied, some differences merit mention. For example young, female, assistant professors had higher RS and RR scores than other groups. Also, younger faculty members also have higher NS and RR scores. (Contains three tables of data.) (TB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC