W. Charles Redding (1914–1994): The Teacher‐Scholar Model of the Redding Tradition
Document Type
Article
Publication Date
1999
Digital Object Identifier (DOI)
https://doi.org/10.1080/10510979909388502
Abstract
There are six qualities that distinguish the teacher‐scholar side of The Redding Tradition: eclectic approach; theoretical‐pragmatic content; optimism that organizational communication could alter the fundamental problems of organizational life; challenges to our pedagogy; respect for quality; and promotion of our field at every opportunity. These six aspects of the teacher‐scholar facet of The Redding Tradition guide our approach to our content, our attitude toward organizing processes, our careful assessment of our pedagogy, our work quality, and our belief that communication is the core of organizational life.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
Communication Studies, v. 50, issue 4, p. 310-323
Scholar Commons Citation
Buzzanell, Patrice M., "W. Charles Redding (1914–1994): The Teacher‐Scholar Model of the Redding Tradition" (1999). Communication Faculty Publications. 787.
https://digitalcommons.usf.edu/spe_facpub/787
