Looks at English literature as a cultural formation and a academic discipline in China at three different historical periods. Shows that the relocation of English literature in China is not just an intellectual or academic operation that is dependent of or free from political and ideological engagement and that the development of English literary…

States that publishing in professional journals requires the author to display disciplinarity and yet say something novel. Discusses approaches to this rhetorical problem from a new perspective by analyzing disciplinarity as a kind of orthodoxy. Identifies four elements of orthodoxy. Argues that an orthodox ethos is created by signaling allegiance…

Historical inquiry in adult education is tangled up with contemporary debates about the nature of the field as a discipline. The problem of object and the problem of usability must be considered for historical insights to inform the field. (SK)

Offers an overview of what is happening to communication programs across the United States, discussing the good news and the bad news of their current plight. (SR)

Describes Ohio University's College of Communication, which joins several schools (each with its own director) into a college headed by a dean. Discusses the college's demographics, history, development, advantages, and problems faced. (SR)

Describes the Elliott School of Communication, established in 1989 at Wichita State University by merging the former Departments of Journalism and Speech Communication. Discusses the development of an integrative curriculum, discusses communication education at WSU, and describes the development of partnerships and local support. (SR)

Suggests that graduate students in English take at least one course that will help them learn about, responsibly critique, and prepare to shape the profession they are entering. Notes that the aim of the course would be to contextualize pedagogy, scholarship, and the graduate and undergraduate curricula. (RS)

Examines (in the context of how English programs have been or should be changed) the assumption that intellectual life has become structured around issues. (RS)

Technology is a field of study within itself, and its disciplines are that of the practitioner. Technology is the tool to describe the built environment, it provides the base for "know how," and it is the base for the designer and problem solver. (JOW)

Compares science and technology in terms of approach to the natural world; aims, goals, and purposes; and knowledge structures and content. Concludes that the goal of technology is better viewed as production of things, products, processes, or systems to alter the natural world. (SK)

Suggests that nineteenth-century divisions of the university are no longer an adequate grid for intellectual activity, and that, in response, many intellectual disciplines appear more open to external discourses. Proposes substituting the metaphor of river or current for that of territory when discussing interdisciplinarity. (RS)

Discusses the working relationship between an instructional technologist and a subject matter expert (SME). Highlights include characteristics of a good relationship; the context for working with a SME; and a model for SME interactions, including checklists for various phases. (five references) (LRW)

Munsterberg's (1899) phenomenological epistemology and his classification of the disciplines are described, and alternatives are proposed. Possibilities are described for advancing psychological theorizing by research using historical data. (Author)

Argues that business communication is a hybrid field representing a melding of interests and characteristics in a new form. Considers the various intellectual traditions that have contributed to the emergence of the discipline. Proposes new ways of conceptualizing the discipline. (HB)

Argues that the discipline of communication has not progressed for two reasons: because scholars talk more to each other than to those outside the field, and because they have not clearly defined what they are about to themselves, their colleagues, their students, and the general public. (SR)