Tactics for Connecting Entrepreneurship and Technical Communication through Community Engagement

Grant, Carrie

doi:10.1145/3233756.3233956

Cited by 4 publications

(1 citation statement)

References 9 publications

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“…In addition to work on design thinking [2,50,53], TPC scholarship on entrepreneurship has explored concepts such as pitches [4,29,42]; social and civic entrepreneurship [21,47]; networking [29,35]; and transnational practices [19,56]. Entrepreneurial pedagogy and social justice have largely been taken up in terms of community engagement projects and practices [4,14,24,42,49]. In tandem, conversations across the disciplines have grappled with the way people inhabit communities while negotiating their situated positioning amid political economies of belonging [31,57].…”

Section: Entrepreneurshipmentioning

confidence: 99%

Social Justice and Entrepreneurial Identity

Bay

Ruiz

2020

Proceedings of the 38th ACM International Conference on Design of Communication

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Technical and Professional Communication (TPC) scholarship has embraced a socio-cultural turn that places attention on underrepresented groups and values contexts that house less visible forms of work, process, and organization. We extend this discussion by aligning soft skills with everyday entrepreneurial practices as another route for teaching students social and cultural awareness. We argue this pedagogical shift will help students succeed as communicators to diverse audiences given the demands of today's globally diverse workplace. Cultivating entrepreneurial expertise alongside soft skills can produce students who are more attuned to diversity and inequity, and are able to reshape workplace contexts to be more socially just. We situate entrepreneurs as everyday rhetoricians to demonstrate opportunities to teach students fruitful ways to foster socially attuned communicative practices, thereby contributing to the development of the students' own professional identities. To this end, we present a case study highlighting everyday entrepreneurship framed by participants whose identities are attuned toward social justice. Next, we apply the entrepreneurial values demonstrated by those cases to teaching redefined notions of "soft skills, " which are traditionally seen as a nebulous amalgam of generic rhetorical and communicative skills. We conclude with next steps and pedagogical interventions to help cultivate these entrepreneurial skills among TPC students.

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