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dc.contributor.authorCockburn-Wootten, Cheryl
dc.contributor.authorCockburn, Tom
dc.date.accessioned2011-03-02T21:08:09Z
dc.date.available2011-03-02T21:08:09Z
dc.date.issued2011
dc.identifier.citationCockburn-Wootten, C. & Cockburn, T. (2011). Unsettling assumptions and boundaries: Strategies for developing a critical perspective about business and management communication. Business Communication Quarterly, 74(1), 45-59.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/5121
dc.description.abstractThis article describes how a collaborative class strategy and an introductory activity were used to develop students’ thinking about business and management communication. The article focuses on teachers who want to integrate critical perspectives about business communication into their classes. A course ethos, learning groups, and an introductory activity were used to develop students’ thinking about business and management communication. These strategies encouraged collaborative peer learning in a large bicultural/multicultural lecture environment and developed learning relationships typically found in a small class context. In addition, the activities produced ongoing lecture learning groups in which business students could question their “trained incapacities,” boundaries, and assumptions gained from their experiences of communicating and managing relationships during these activities.en_NZ
dc.language.isoen
dc.publisherSageen_NZ
dc.subjectlecture learning groupsen_NZ
dc.subjectcritical theoryen_NZ
dc.subjecttrained incapacitiesen_NZ
dc.subjecttrained incapacitiesen_NZ
dc.subjectpedagogyen_NZ
dc.titleUnsettling assumptions and boundaries: Strategies for developing a critical perspective about business and management communicationen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1177/1080569910395563en_NZ
dc.relation.isPartOfBusiness Communication Quarterlyen_NZ
pubs.begin-page45en_NZ
pubs.elements-id35754
pubs.end-page59en_NZ
pubs.issue1en_NZ
pubs.volume74en_NZ


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