Communication competence: Model and application

Littlejohn, Stephen W.; Jabusch, David M.

doi:10.1080/00909888209365210

Cited by 32 publications

(14 citation statements)

References 12 publications

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“…A study by Rosenfeld and Berko (1990) found that communicational ability is important to achieve certain goals. In order to success, Littlejohn and Jabusch (1982) stated that the process of understanding communication refers to cognitive ability, feelings and message interpretation which indirectly involve emotional intelligence.…”

Section: Relationship Between Emotional Intelligence and Aspects In Cmentioning

confidence: 99%

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

Marzuki¹,

Mustaffa²,

Saad³

2015

ASS

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Emotional intelligence comprises of several important elements which enhance the ability of several key competencies. This study attempts to examine the relationship between emotional intelligence, communication skills and information technology skills among university students in Malaysia. Three thousand one hundred and one final year students from 10 public universities in Malaysia were randomly chosen as samples for this study. The BarOn Emotional Quotient: Short (EQ-i:S) by BarOn has been utilized for the purpose of measuring emotional intelligence. An inventory by Moreale, Spitzberg and Barga was used to measure communication skills while the Computer Efficacy Scale by Murphy, Coover and Owen was utilised to measure skills in information technology. Results showed that there were positive significant relationship between emotional intelligence and both communication and information technology skills. This study implicates that students with high emotional intelligence will have better command in communication skills and information technology skills.

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Section: Relationship Between Emotional Intelligence and Aspects In Cmentioning

confidence: 99%

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

Marzuki¹,

Mustaffa²,

Saad³

2015

ASS

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“…With this wide range of differing perspectives on what should be included within a generalized understanding of communication competence, there ends up being considerably more variables than models to explain these variables (Spitzberg and Changnon 2009). In fact, a number of models have been proposed to explain communication competence (Littlejohn and Jabusch 1982;Rubin et al 1993;Owen 1979;Spitzberg and Cupach 1984). Although these models help combine variables to see what is part of the larger concept of communication competence, no single model proposed is really complex enough to be definitive.…”

Section: Conceptualizing and Operationalizing Communication Competencementioning

confidence: 98%

4. Epistemological approaches to communication competence

Wrench¹,

Punyanunt‐Carter²

2015

Communication Competence

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In this chapter we set out to provide an epistemological overview of the world of communication competence research. We start by examining the notion of "competence" as it has weaved in and out of the writings about communication starting with Grecian ideas and ending with postmodern critical perspectives on the topic. We then attempt to explore the various ways modern scholars have attempted to define and explain what "communication competence" is and how it can be studied. Then using Cone's (1978) Behavioral Assessment Grid we outline a variety of different issues related to the study of communication competence. Lastly, we explore some issues regarding the selection and utilization of appropriate measures of communication competence within modern research endeavors.

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“…Other descriptions for measuring student competence in communication exist (for instance, Littlejohn & Jabusch, 1982;Morreale et al, 1993;Spitzberg, 2007). The critical point we are making is not about which one to use but, rather, to make sure there is a connection between the domains of communication Although the list of outcomes above is long, it is not necessarily exhaustive (National Communication Association, 2015).…”

Section: Assessment In the Communication Disciplinementioning

confidence: 99%

WISER Assessment: A Communication Program Assessment Framework

Strawser

Neuberger

2020

JCP

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Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty can use to ensure their assessment efforts achieve the goal of not only documenting but also improving student learning. WISER stands for writing, immersive experiences, speaking, ethical communication, and research as programmatic assessment categories. These WISER categories extend the National Communication Association (NCA)-endorsed domains of communication learning in ways that make them functional for assessment.

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Communication competence: Model and application

Cited by 32 publications

References 12 publications

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

Emotional Intelligence: Its Relations To Communication and Information Technology Skills

4. Epistemological approaches to communication competence

WISER Assessment: A Communication Program Assessment Framework

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