Exploring Introductory Communication Course Administrators' Relationship Management during COVID-19

Autor/inn/en	Aragón, Ashley N.; Ashby-King, Drew T.
Titel	Exploring Introductory Communication Course Administrators' Relationship Management during COVID-19
Quelle	In: Basic Communication Course Annual, 34 (2022), S.99-126, Artikel 8 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1546-2331
Schlagwörter	Introductory Courses; Communication (Thought Transfer); COVID-19; Pandemics; Teacher Administrator Relationship; Distance Education; Electronic Learning; College Administration; College Faculty; Administrator Attitudes; Ohio; Pennsylvania; Virginia; Indiana; Arkansas; California; Texas; South Dakota; West Virginia; Maryland; Georgia; Wisconsin; Tennessee; Illinois + Suchen Sie Ihr Suchwort? Einführungskurs; Communication; thought; Kommunikation; Gedanke; Distance study; Distance learning; Fernunterricht; College administrators; Hochschulverwaltung; Fakultät; Kalifornien; South-Dakota
Abstract	The COVID-19 pandemic rapidly changed the context of higher education during the Spring 2020 semester. As the virus began to spread across the United States, colleges and universities canceled inperson classes and activities, closed campus, and moved all operations online. Within the communication discipline, introductory communication course (ICC) administrators and instructors were not only dealing with these challenges, but they were also navigating the transition of large multi-section, often standardized, courses online at large institutions. This research project used semistructured, in-depth interviews with 18 ICC administrators from institutions located in 14 states across the Midwest, mid-Atlantic, Southeastern, and West Coast regions of the U.S. to explore how they engaged in relationship management with their instructors and how their approach to relationship management informed their transition to remote learning due to COVID-19. The analysis results in four emerging themes: (1) rhetorical approaches to relationship management, (2) relational approaches to relationship management, (3) relationship management [right arrow] positive outcomes, and (4) relationship management as central to navigating COVID-19. Based on these findings we suggest a rhetorical/relational goals approach to course administration and offer practical implications ICC administrators can implement to engage in successful relationship management during times of crisis. (As Provided).
Anmerkungen	University of Dayton Department of Communication at eCommons. 300 College Park, Dayton, OH 45469. e-mail: BCCAeditor@clemson.edu; Web site: https://ecommons.udayton.edu/bcca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01