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Adapting the process communication m...

Thompson, Jon.

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Adapting the process communication model to higher education writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Adapting the process communication model to higher education writing./
作者:	Thompson, Jon.
面頁冊數:	248 p.
附註:	Adviser: Michael B. Gilbert.
Contained By:	Dissertation Abstracts International67-03A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3207079
ISBN:	9780542565748

Adapting the process communication model to higher education writing.
Thompson, Jon.

Adapting the process communication model to higher education writing. - 248 p.

Adviser: Michael B. Gilbert.

Thesis (Ed.D.)--Central Michigan University, 2006.

Written communication is a key component for leaders of an educational organization. For an educational leader to demonstrate good writing, one of the principles recommended by professional writers is to know the target audience and write to it. The question at the heart of this study was what techniques can an educational leader use as a writer to communicate well or perhaps manipulate the reader's response based on the personality type of the reader? The Process Communication Model has demonstrated certain types of verbal communication will appeal to different personality types. This study attempted to apply Process Communication Model guidelines for targeting each personality type to four areas of writing: language, style, tone, and format.

ISBN: 9780542565748Subjects--Topical Terms:

1018008
Education, Community College.

Adapting the process communication model to higher education writing.
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245 1 0 $a Adapting the process communication model to higher education writing.
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500 $a Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0821.
502 $a Thesis (Ed.D.)--Central Michigan University, 2006.
520 $a Written communication is a key component for leaders of an educational organization. For an educational leader to demonstrate good writing, one of the principles recommended by professional writers is to know the target audience and write to it. The question at the heart of this study was what techniques can an educational leader use as a writer to communicate well or perhaps manipulate the reader's response based on the personality type of the reader? The Process Communication Model has demonstrated certain types of verbal communication will appeal to different personality types. This study attempted to apply Process Communication Model guidelines for targeting each personality type to four areas of writing: language, style, tone, and format.
520 $a To determine whether the Process Communication Model can be applied to written communication in higher education, a survey of 56 Michigan community college faculty and administrators was conducted about the appeal and effectiveness of writing aimed at each of the six Process Communication Model personality types. Survey results provided evidence to reject the four main hypotheses conditionally in that a person with a higher energy level in a personality type has no preference for certain language, style, tone, and format in written communication. With the rejection of the four major null hypotheses and the supplemental evidence of this study, 75 written communication preferences of personality types were discovered. The evidence suggested 31 preferences in language, 20 in style, 15 in tone, and 9 in format for the six personality types. The survey results have led me to revise the matrix of adaptations of the Process Communication Model to include the 75 preferences in language, style, tone, and format for the six personality types. Because of the discovery of these preferences, affirmative answers can be given to the original questions proposed by this study: Particular types of written communication are more effective for communicating with certain personality types and The Process Communication Model used in verbal communication can be applied to written communication in higher education at community colleges. If writers know or can interpret the personality indicators of their audience, then writers can target their written communication toward these preferences. By targeting their audiences in this way, higher education faculty members and administrators can improve communication at their institution, perhaps leading to enhanced learning and more efficient operations at the college.
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