Abstract
This article argues that effective faculty development in communication education requires an intradisciplinary perspective and mastery of multiple methods of inquiry. It critiques the trend toward interdisciplinary identity, urging scholars to center research within communication contexts while employing quantitative and qualitative approaches in concert. A model of intradisciplinary multi method inquiry is presented. The discussion considers technological change, shifting disciplinary boundaries, and the formation of scholarly teams as catalysts for continuous professional growth. By advocating literacy in diverse research traditions and collaborative inquiry, this article outlines a path that strengthens communication scholarship, enhances curricular relevance, and prepares faculty for emerging challenges in higher education.
Recommended Citation
Makay, John J. and Mohan, Mary
(1991)
"An Intradisciplinary Perspective, Multiple Methods of Inquiry and Faculty Development - A Point of View,"
Association for Communication Administration Bulletin: Vol. 76, Article 3.
Available at:
https://stars.library.ucf.edu/aca/vol76/iss1/3
