Queens University of Charlotte

School of Communication

COMM 602: Research Proseminar

Fall 2009
Mon. 6-8:45 p.m.

Professor: Kim Weller Gregory, Ph.D.

Dana 102C
704.688.2747 (w) (no messages please)
704.277.6773 (c)
gregoryk@queens.edu

Office Hours: Mondays: 5 – 6 p.m.

Wednesdays: 5 – 6 p.m.
And By Appointment

REQUIRED MATERIALS

1) Primary Textbook: Baxter, L. A. & Babbie, E. (2004). The basics of

communication research. Belmont, CA: Wadsworth/Thomson.

2) Resource Text: (2009). Publication manual of the American Psychological

Association (6th ed). Washington, DC: American Psychological Association

3) Supplemental Readings: Copies given in class.

4) Additional readings and research examples will be posted on the Queens Learning
Management System (Moodle). http://moodle.queens.edu/

COURSE DESCRIPTION

Research Proseminar is designed to orient graduate students to the field of

Communication and academic research and writing.

The specific goals of this course are to:

1. Identify the various disciplines of communication and important academic

organizations and research journals
2. Expose you to the predominant theoretical underpinnings of the communication field
3. Familiarize you with basic research methodologies and the structure of academic
research papers
4. Set you on the path for a successful graduate education
Therefore, after completing this course, you will be able to:

• Identify and locate academic research on a particular topic

• Summarize and evaluate an existing research study
• Understand quantitative and qualitative research methodologies and their respective
validity and reliability measures
• Draft an annotated bibliography related to a particular research topic
• Draft a formal research proposal for your own research study using APA citation
style
o Choose a research topic
o Acknowledge your “epistemological” standpoint
o Perform library research and keep appropriate research notes
o Compose an appropriate research question
o Write an effective literature review
o Design a research methodology
o Complete a thorough APA bibliography
• Understand what constitutes academic “plagiarism”
• Edit your own writing (and your peersʼ) for clear style, grammar, and punctuation
• Translate academic research for a non-academic audience in an oral presentation
• Answer the question: “Where do I go from here?”

CLASS OPERATING PROCEDURE

General Expectations

If you take this course, here is my promise to you: I will do my best as the instructor to make
this class educational, practical and interesting. I will also try to facilitate a supportive learning
environment. In addition, I promise to regard you as a professional and treat you with respect.
Most of you hold full-time jobs inside or outside the home. Keeping this in mind, I will assume
that you are trying your best to meet course deadlines and complete high-quality assignments
given your multiple commitments and roles, both professional and personal.

But I cannot provide you with a positive learning experience without your active involvement.
Here is what I expect from you: I expect you to come to class prepared, energized, and ready
to participate. Although assignment deadlines are firm, I expect you to come talk to me should
you have problems completing assignments so that we can work together to develop a
solution. I welcome you to contact me if you have suggestions or concerns about the class.

2
Specific Expectations

• Assignments: Please submit two copies of all written documents---one hard copy and one
email version—by 6 p.m. on the assigned day. Any assignments submitted to me after that
time will be considered late. Typically, any late assignment that I choose to accept is
penalized a minimum of one letter grade for each class meeting that it is late.

Unless otherwise noted, assignments should be typed double-spaced in 12-point font with
1-inch margins and follow APA style guidelines.

• Writing: As students in a graduate program, I assume that your writing will be clear,
coherent, and error free. If you feel like your writing skills need a significant amount of
work, I urge you to make an appointment at the Queens Writing Center, which is part of the
Center of Academic Success located in the lower level of Dana (contact Jenn Goddu at
godduj@queens.edu or 704.688.2765; also see
www.queens.edu/studentlife/resources/writing_center.asp).

• Grading: All written assignments will receive letter grades that will be converted to a
numerical score for final grade computation. The grading scale is as follows:

A 100 – 90
B 89 – 80
C 79 – 70
F 69 and below

• Class Attendance: A great deal of learning in this course comes from our in-class
discussions, so it is important that you attend class consistently. You may miss 1 class
meeting with no penalty. However, for each additional absence, you will receive a 5-
point reduction from your final participation grade. Occasionally, an additional absence will
be excused, but you must provide me with advance notice and compelling justification for
the absence.

In addition, this course meets 12 times over the semester. Therefore, a student who
misses class more than 3 times (and thus misses more than 1/3 of the class meetings)
will receive a failing grade in the course.

• Confidentiality: Confidentiality on all papers and projects will be honored. The names of
people or organizations may be changed for your coursework. Please see me if you have
any questions or concerns about your paper or project.

• University Closings/Cancelled Classes: On the rare occasion when it is necessary to close

the university announcements will be made on TV and radio, and will be posted on the
Queens web site (www.queens.edu). Commuter students should call the Queens
Information Hotline (704-337-2567). NOTE: If classes are meeting but you feel that you
cannot find a safe way to get to class, you should notify me as soon as possible.

3
• Honor Code & Plagiarism: The Honor Code, which permeates all phases of university life,
is based on three fundamental principles. It assumes that Queens students: a) are truthful
at all times, b) respect the property of others, and c) are honest in tests, examinations, term
papers, and all other academic assignments. Please contact me if you believe a violation of
the Honor Code has occurred. It is a violation of the Honor Code for a student to be
untruthful concerning the reason for a class absence.

• Intellectual Property Policy: Queens University of Charlotte faculty and students adhere to
the Queensʼ Intellectual Property Policy. See Faculty Handbook, http://moodle.queens.edu,
and the Queens University of Charlotte website at http://www.queens.edu.

• Disability Accommodations: If you are a student with a verified disability and you require
accommodations, please provide me with the necessary memorandum that was given to
you by Student Disability Services. Contact: The Coordinator of Disability Services: Sandy
Rogelberg, 704-337-2508.

GRADED ASSIGNMENTS

Participation 20%
This course requires weekly reading and completing regular research and writing
exercises both in class and out of class. Your participation grade is based on
completing these un-graded activities as directed, with your best effort and on time.
This grade is also based on active involvement in class discussions and satisfactory
attendance.

If you miss a class, review what you missed with a colleague, try to complete any
exercises required, and then submit them to me for at least partial credit. You
cannot earn any credit once we have discussed the exercise in class.

Here are some (but possibly not all) of the exercises:

• Research Scavenger Hunt (Due Oct 5)
• Plagiarism Exercise (Due Oct 19)
• Writing Style Exercises (Due Nov 30 & Dec 7)
• Oral Presentation (Due Dec 14)

Research Critique 25%

Summarize and critique a “peer reviewed” scholarly journal article. See more
instructions below.
Due: Oct 26

4
Annotated Bibliography 20%

Draft an annotated bibliography on six journal articles that you will use for your
research proposal. We will discuss this assignment more in class, but generally, an
annotated bibliography is a list of sources of information on a specific topic that
includes a short summary of the content of each of the works.
Due: Nov 9

Research Proposal 35%

Draft a formal research proposal on a chosen organizational communication topic.

Use APA citation style (perfectly!). See more guidelines below.

There are several “mini” assignments due to help you progress on this assignment:

• Research Topic (one sentence): Due Sept 28

• Research Questions: Due Oct 12
• Rationale (1 paragraph) and Theoretical Framework (1 paragraph): Due Nov 2

Below are the other major deadlines:

• Draft of Research Proposal (to editing partner): Due Nov 23
• Final Research Proposal: Due Dec 14
• Informal Presentation of Proposed Research: Due Dec 14 in class (ungraded
but part of participation grade)

5
 RESEARCH CRITIQUE

Guidelines

Locate an organizational communication research study from NC Live (online database). 1

The article must be “full text” and from an “A-level,” peer-reviewed scholarly journal. 2 The
study you choose should be “traditional” in its format—i.e., it should have a clearly outlined
literature review, research questions, and methodology (e.g., human subjects/participants).

(Note: You are also welcome to review an unpublished Ph.D. dissertation. You will need
to acquire a hard copy of the dissertation through interlibrary loan).

Print and read the article. In a 5-page paper, succinctly summarize the study and critique
the authorʼs choices and methodologies.

When summarizing the study, include its:

1. Purpose in conducting the research
2. Research problem (research questions)
3. Rationale or justification for conducting the research (i.e., its theoretical and social
significance and how it intends to contribute to org comm research)
4. Epistemological standpoint (interpretive, functional, critical, etc.)

The majority of your paper should discuss the paperʼs effectiveness. When
critiquing the researcherʼs choices, be sure to answer the following questions:

1. Do you think the author wrote an effective literature review?

(i.e., Did he/she build a strong case/rationale for the study or did he/she just include
everything “under the sun” on the subject?)

2. Does the author clearly identify the research questions?

3. Does the author clearly identify their epistemological standpoint? (Do they claim
“objectivity”?)

4. Is the study guided by communication theory?

5. Given the authorʼs objectives, do you think the author made appropriate and effective
choices re:
• Method for gathering data
• Method for analyzing data
• Method for interpreting data (theory)

Answer these questions to the best of your knowledge thus far.

6
 In the end, does the research complete its purported objectives?
(i.e., Was the methodology effective at addressing the research questions?)

6. Are the authorsʼ findings/claims/interpretations valid and reliable? (given your

knowledge thus far)

Note: In addressing the above issues, identify reasonable and/or preferable alternatives.

7. Is the paper well written (i.e., organized, clear, accessible)?

8. Does the paper use appropriate APA citation style?

Be sure to take a step back at some point and take a holistic view of the study. Is the
research compelling? Convincing? Does it add to the ongoing communication
“conversation”?

Note: The articles from Reading and Understanding Research by Locke on Moodle are
excellent! 3

∞∞∞∞
1
You can access NCLIVE on the web at www.nclive.org. You will need the ID and
password.
2
You can readily find a listing of top org comm-related journals in the following locations:
• Appendix A of your Baxter & Babbie text
• Bourhis et. al. Chapter 1 (Moodle)
3
In addition to your assigned readings, I have put several chapters of a book entitled,
Reading and Understanding Research (Locke, Silverman, & Spirduso, 1998) on Moodle.
This book is a valuable resource when writing a critique. If you are feeling uneasy about
the assignment, I highly suggest you look at them. The chapters on Moodle are the
following:
• Chapter 3: When to Believe What You Read
• Chapter 4: How to Select and Read Research Reports
• Chapter 7: Reading Critically: Things to Notice and Questions to Ask.

I have also put on Moodle an example of a research critique that I helped write when I
was a masterʼs student.

7
 RESEARCH PROPOSAL

You should explore an organizational communication topic of interest to you. Although you
will NOT conduct a research study, per se, you will draft a formal research proposal for a
study you might conduct (hypothetically).

We will spend the semester acquiring the knowledge and skills that you need to complete
this assignment. However, below I provide you with guidelines that will help you along the
way.

First, identify a topic—i.e., a particular organizational process or phenomenon to explore.

Here are some general ideas:
• Interpersonal Relationships at • Intercultural
Work Communication/Diversity
• Manager-Subordinate • “Learning” Organizations
Communication • Dialogue
• Group/Team Communication (e.g., • Technology (e.g., virtual
group development, group organizations)
dynamics, self-managed teams) • Leadership
• Gender Relations • Mass Media affects on
• Power Organizations
• Organizational Democracy • Employee Identity
• Organizational Strategies (e.g., • Employee Motivation
image, branding) • Change Management
• Conflict Management • Feedback/Employee Performance
• Employee Socialization

Narrow your topic to include a particular group or context in order to identify a specific topic
you might be able to explore given the scope of our assignment.

Second, you will need to do substantial research on your topic, which will help you to
develop your annotated bibliography and later your rationale/literature review and
research questions.

Third, you will need to adopt an “epistemological standpoint” and/or theoretical

framework to guide your study. Based on our time limitations, many of you may choose
to ground your study in the Social Construction of Reality or Symbolic Interactionism. Of
course, you might also decide to take on a functional lens or a critical lens. Those
students with more experience are welcome to adopt other theoretical lenses.

Fourth, you will need to propose a methodology for your study—e.g., ethnography,
participant observation, interviewing, or a quantitative methodology if you wish. As part of
your methodology, you will identify a means of data analysis (e.g., discourse analysis,
narrative discourse, inferential statistics).

8
Your formal research proposal should include the following the sections:

Title Page
• Title
• Authorʼs name and institutional affiliation
• Date
• Running head for publication (optional)

Abstract

Introduction
• Framework and rationale for the study
(Introduce the problem, develop the background, and state the purpose and
rationale for the study)
• Literature Review focusing on the specific topic area
(this may be included in above discussion)
• Role of communication (how you will use communication to study your topic)
• Research questions

Methodology
• Setting (i.e., description of the organization(s) or individual(s) you intend to study
• Participants (this section could be included in above discussion)
• Procedures (i.e., how will you gather your data)
• Data Analysis (i.e., how will you analyze your data)

Conclusion
• Summary (briefly review the study, purpose, theoretical framework, and proposed
method)
• Implications/contributions of the study
• Limitations/delimitations of the study
• Conclusion

References

Appendices (if any)

Your report will be evaluated on its organization, clarity, readability, and ability to put forth
a cohesive and convincing rationale for your project. Be sure to proofread your work
eliminating any spelling and grammatical errors, since your grade will be also based in part
on the quality of your writing.

Your paper should strictly adhere to APA style guidelines. Note: Each APA error
will lower your proposal grade by 1 point! Proofread carefully!

9
 TENTATIVE COURSE SCHEDULE

Note: Some of the assigned readings include research examples that can be found online
through Queens Learning Management System named Moodle (see
http://moodle.queens.edu/). You are not required to read these articles verbatim. They
are offered as examples to expose you to a variety of research methodologies (see
references list at end of syllabus for more info). Just familiarize yourself with the studyʼs
structure and intent.

DATE TOPICS READINGS ASSIGNMENTS

DUE DUE

Sep 14 The Academic Field of Communication Supplement:

Littlejohn
What is “Organizational Communication”?

How to Be a Grad Student

Sep 21 Epistemology = Ways of Knowing B&B: Ch 1,

Ch 3, pp. 17-19
Major Theoretical Approaches
Functionalism vs. Interpretivism Supplement:
The Social Construction of Reality Blumer (skim),
Symbolic Interactionism Christian (skim)
Critical Theory

Research Practice: How to Choose a Research

Topic

Sep 28 Conducting Library & Internet Research B&B: pp. 19-28 MEET AT
EVERETT
Guest Speaker: Melinda Livas, Everett APA: pp. 9-11, LIBRARY
Library Information Fluency Librarian Chs. 2 (just
review), 6 & 7 Research Topic
Popular Communication Journals Due
Bourhis et. al.
Credit to Sources (Moodle): Ch 1, Research
Ch. 2, pp. 25- Scavenger Hunt
Research Practice: How to do a Title Page & 26 Assigned in Class
Abstract
How to Write an Annotated Bibliography

10
DATE TOPICS READINGS ASSIGNMENTS
DUE DUE

Oct 5 Theory & The Dialectics of Social Research B&B: Ch 4, Research

Idiographic vs. Nomothetic Explanation pp. 38-43 Scavenger Hunt
Inductive vs. Deductive Reasoning Due
Pure vs. Applied Research Moodle
examples:
Research Practice: How to Create a Research Shelby, Sypher
Question

Oct 12 Evaluating Academic Research B&B: Ch. 5, pp. Research

28-30, pp. 103- Questions Due
Qualitative & Quantitative Research 105, pp. 297-
Issues of Validity & Reliability 299

Ethics in Academic Research: Plagiarism, APA: pp. 11-20

IRBʼs, & Intellectual Property
Bourhis
Research Practice: How to write a Research (Moodle): pp.
Critique 26-27,
Appendic C

Research
examples
(Moodle):
Bender

Oct 19 An Introduction to Qualitative Research B&B: p. 43 Plagiarism Exercise

Due
Overview of a Research Proposal & Bourhis
Research Report (Moodle): pp.
28-29
Research Practice: How to Write a Rationale,
Literature Review, and Theoretical Framework Research
Examples
(Moodle):
Conway

Oct 26 No Class Meeting Catch up! Research Critique

Due (Graded)

11
DATE TOPICS READINGS ASSIGNMENTS
DUE DUE

Nov 2 Qualitative Research Methods Supplement: Rationale &

Interviewing Goodall pp. ix- Theoretical
Participant Observation/Ethnography xxv Framework Due
Phenomenology
Action Research B&B: Read pp.
Cooperative/Participative Inquiry 300-310 but
Grounded Theory skim the
remainder of
Research Practice: How to Propose a Chs 13 & 14
Methodology
Research
Examples
(Moodle):
Jorgenson,
Sherry,
Marcellus,
McMillan, Ellis

Nov 9 Qualitative Data Analysis Supplement: Annotated

Discursive Practice Pacanowsky & Bibliography Due
Narrative OʼDonnell- (graded)
Cultural Performance Trujillo

Research Practice: How to Write a Data B&B: Skim Chs

Anaylsis/Findings Section & Conclusion 15 & 16

Research
Examples
(Moodle):
Hafen,
Vanderford,
Morgan,
Cyphert

12
DATE TOPICS READINGS ASSIGNMENTS
DUE DUE

Nov 16 Quantitative Research B&B: Ch 6, 7,

Conducting a Quantitative Study Skim Chs 8 & 9

Research
Examples
(Moodle):
Ludlum,
Crampton,
Martin

Nov 23 Quantitative Data Analysis B&B: Skim Ch Research

10; Read Chs Proposal Draft
11 & 12 Due (to Editing
Partner)
Research
Examples (should include
(Moodle): Rationale, Lit
Amason Review, Theoretical
Framework &
Proposed
Methodology)

Nov 30 Capstone: What is it? How do I get ready for it? APA: Ch. 3 Writing Practice
Exercises Due
Guest Speakers: 2009 MA COMM Grads
Editing Partner
Writing Practice: Writing Clearly & Concisely Return Drafts

Dec 7 Presentation Guidelines APA: Chs. 4, Writing Practice

5 (review only), Exercise Due
Guidelines for Visual Elements &8

Submitting a Manuscript for Publication

Writing Practice: Mechanics of Style

13
DATE TOPICS READINGS ASSIGNMENTS
DUE DUE

Dec 14 Presentations of Research Proposals in Class Final Research

Proposal Due
(Graded)

Informal
Presentations in
Class

References

Following is the complete reference information for the readings in your supplemental
reading packet:

Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs,

NJ: Prentice-Hall.

Christian, J. L. (2008). Philosophy: An introduction to the art of wondering (10th ed).

Belmont, CA: Wadsworth.

Goodall, H. L. (1994). Casing a promised land: The autobiography of an organizational

detective as cultural ethnographer. Carbondale: Southern Illinois University Press.

Littlejohn, S. W., & Foss, K. A. (2005). Theories of human communication. Belmont, CA:
Thomson Wadsworth.

Pacanowsky, M. E., & OʼDonnell-Trujillo, N. (1983). Organizational Communication as

Cultural Performance. Communication Monographs, 50, 126-147.

Research Examples on Moodle

Research Methods

Locke, L. F., Silverman, S. J., & Spirduso, W. W. (1998). Reading and understanding
research. Thousand Oaks, CA: Sage.

14
Research Critique

Bender, F., Bromley, J., Eisner, S., & Weller, K. (1994). Thesis Critique: “Experiences of
Closeness in Male Friendship” by Chris Inman. Unpublished manuscript.

Book Reviews

Allen, M. W. (Ed.). (2004). Book reviews. Southern Communication Journal, 69(3), 270-
272.

Deductive Theory: Content Analysis

Shelby, A. N. (1993). Organizational, business, management, and corporate

communication: An analysis of boundaries and relationships. The Journal of
Business Communication, 30, 241-267.

Essay: Typologies

Sypher, B. D. (2004). Reclaiming civil discourse in the workplace. Southern

Communication Journal, 69, 257-269.

Example of Qualitative Research: Case Study with Content Analysis

Conway, M. (2006). The subjective precision of computers: A methodological

comparison with human coding in content analysis. Journalism & Mass
Communication Quarterly, 83, 186-200.

Qualitative Research Methods: Interpretive Study with Interviews

Jorgenson, J., Gregory, K. W., & Goodier, B. C. (1998). Working the boundaries:
Enfamilied selves in the modern organization. Human Systems, 8, 139-151.

Qualitative Research Methods: Case Study

McMillan, J. J. (2004). The potential for civic learning in higher education: “Teacher
democracy by being democratic.” Southern Communication Journal, 69, 188-205.

Qualitative Research Methods: Archival

Marcellus, J. (2006). Woman as machine: Representation of secretaries in interwar

magazines. Journalism and Mass Communication Quarterly, 83, 101-115.

15
Qualitative Research Methods: Interpretive Ethnography

Sherry, J. F., Jr. & McGrath, M. A. (1989). Unpacking the holiday presence: A
comparative ethnography of two gift stores. In E. C. Hirschman (Ed.), Interpretive
Consumer Research, (pp. 148-167).

Qualitative Research Methods: Ethnography (Impressionist Tale)

Ellis, C. (1993). “There are survivors”: Telling a story of sudden death. The Sociological
Quarterly, 34, 711-730.

Qualitative Data Analysis: Narrative Accounts

Hafen, S. (2004). Organizational gossip: A revolving door of regulation and resistance.

Southern Communication Journal, 69, 223-240.

Qualitative Data Analysis: Narrative Analysis

Vanderford, M. L., & Smith, D. H. (1996). The silicone breast implant story:
Communication and uncertainty. Mahwah, NJ: Lawrence Erlbaum.

Qualitative Data Analysis: Cultural Studies/Critical Theory

Morgan, J. M. (2001). Are we “out of the box” yet? A case study and critique of
managerial metaphors of change. Communication Studies, 52, 85-102.

Qualitative Data Analysis: Rhetorical Analysis

Cyphert, D., & Saiia, D. H. (2004). In search of the corporate citizen: The emerging
discourse of corporate ecology. Southern Communication Journal, 69, 241-256.

Quantitative Research Methods: Survey

Ludlum, M. & Mascaloinov, S. (2004). Right and wrong and cultural diversity: Replication
of the 2002 NAS/Zogby Poll on Business Ethics. Journal of Education and
Business, 294-298.

Quantitative Research Methods: Survey

Crampton, S. M., Hodge, J. W., & Mishra, J. M. (1998). The informal communication
network: Factors influencing grapevine activity. Public Personnel Management, 27,
569-585.

16
Quantitative Research Methods: Existing Measurement Tool

Martin, D. M., Rich, C. O., & Gayle, B. M. (2004). Humor works: Communication style
and humor functions in manager/subordinate relationships. Southern
Communication Journal, 69, 206-222.

Triangulation: Observations, Interviews, Survey

Amason, P., Allen, M. W., & Holmes, S. A. (1999). Social support and acculturative stress
in the multicultural workplace. Journal of Applied Communication Research, 27,
310-334.

17