Abstract
Written as a response to the preceding critique of academic administration, this essay argues that communication faculty should engage administrative decision making through the same skills they teach, including persuasion, group process, conflict management, and organizational communication. It challenges a “leave us alone” posture and emphasizes access to committees, institutional service, scholarly reputation, and departmental quality control as practical routes to influence. The discussion defends research and publication as forms of peer teaching, especially in graduate education, while cautioning against simple publication counts. It also considers the limits of student evaluations and concludes that departments should define focused missions suited to their resources and institutional contexts.
Recommended Citation
Sullivan, John
(1983)
"Thinking About Teaching, Research, and Administration: A Response to "Come On Administrators","
Association for Communication Administration Bulletin: Vol. 45, Article 16.
Available at:
https://stars.library.ucf.edu/aca/vol45/iss1/16
