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The aim of this paper is to better understand the concept of communication in organizations through the comparison of definitions given by scholars from different business-related communication disciplines: marketing, public relations, organizational communication and corporate communication.

A review of prevalent definitions in the four mentioned disciplines; discussion of communication aims, communication categorizations, theoretical background and innovations in each of these disciplines; and finally analysis of convergences and differences.

All the disciplines considered in this study converge in looking at the entire communication of a business, adopting a relational perspective, valuing some intangible resources as outcomes of communication. They highlight also some nuanced differences.

Higher value should be attached to research results in the communication field that come from considering multiple points of view, because each discipline contributes specific connotations to the comprehension of communication.

The paper compares some business-related communication disciplines and considers each as independent while benefiting from cross-fertilization. The multiple points of view allow a multidisciplinary approach and the awareness of the polysemic nature of communication.

Academic social networking (ASN) sites are becoming a popular communication medium among scholars. This case study was designed to explore communication behaviors of physicists, linguists, and sociologists on an ASN site called Academia.edu, their motivations for using it, and the perceived impact of their use of the site on their professional activities. Results from this study are valuable for designing computer-mediated and web-based communication media for scholars and also for adding richness to the literature related to scholarly communication. For the purpose of this study, data was collected using three different instruments: Server log, survey, and interview. Data used for analyses included a total of 20,309 server log data, 267 survey responses, and 28 interviews from scholars of Physics, Sociology, and Linguistics who use Academia.edu. Results from the study showed that the use of Academia.edu is dependent on the discipline scholars are affiliated with, their professional status, and the time of the year. Unlike physicists, linguists and sociologists are more inclined to using Academia.edu and other ASN sites. Although linguists and sociologists actively use Academia.edu, their motivations to use the site are different. These differences in user-motivations and user-activities across the disciplines are influenced by variations in the social and cultural practices of the disciplines. This study used Whitley’s (2000) theory of degrees of mutual dependence and task uncertainty to explain the differences in the adoption and use of Academia.edu across the three disciplines.

The purpose of this paper is to draw from the authors’ experiences, as women teaching Communication in a College of Engineering and mechanical engineering students’ evaluations, to highlight student resistance to both practices and bodies deemed “feminine.”

The authors examine how the masculine discipline of engineering might construct a learning environment that is incompatible with feminist ideals. This is illuminated when engineering students are required to learn communication skills from female instructors.

The authors’ analysis suggests that students’ resistance to communication instruction is gendered. Students often constructed hierarchical relationships where communication was considered “soft” in relation to the “hard” science of engineering instead of integral to the discipline and profession. Students resisted by expressing a lack of utility of information, devaluing feedback and instruction, degrading communication teachers, and questioning their bodies.

The paper discusses implications of a gendered educational context and suggests ways interdisciplinary instruction can be utilized to enhance gender diversity.

Considering the impact internal communication has on the performance of organizations, studies about internal communication are revisited in order to generate a deeper understanding about the disciplines that shape the topic and the main trends influencing both the academic and professional fields.

Departing from a communicational background, the authors integrate dispersed contributions from disciplines such as organizational communication, public relations, corporate communication and marketing communications, to the literature on internal communication.

The significant role played by internal communication is supported by scholars with different theoretical backgrounds. Despite the clear differences between disciplines, the defense of a strategized internal communication and a focus on the employee is widely accepted.

Both scholars and practitioners will need to keep adapting to a reality where: internal communication practices are not only managerial but also dependent on the inputs of the employees; the ability to listen and collect feedback is sacred, and internal communication plans are expected to be strategically implemented and measured.

By showing the plurality of disciplines that influence internal communication, a strategized multidisciplinary focus on the topic is encouraged.

Organisations differ in the ways that they organise their communication disciplines. Contemporary literature features contributions from a number of noted authors, all focusing on the centralisation of communication. Scant attention, however, is paid to factors that are potentially capable of identifying the differences to be found in practice. This paper describes the results of a qualitative research project involving 16 major companies in the Netherlands. This project was initiated by Bennis Porter Novelli and designed to investigate the influence of corporate identity structure on the organisation’s communication structure. The research clearly shows that organisations with monolithic, branded and endorsed identity structures differ in the way they structure and coordinate their external communication disciplines.

This historical analysis investigates treatment of the important discipline of internal communication in a number of globally influential public relations education frameworks over time. The purpose of this paper is to develop insight with the potential to inform future education and professional development programmes.

The conceptual framework for the study is set via discussion of the historical approach, internal communication, professionalization, and knowledge. The historical critical analysis research methodology is used to study data sources including professional body reports and archival documentation. Deductive and inductive coding is combined with template analysis to ensure rigorous qualitative data analysis.

The study finds inconsistent treatment of the internal communication discipline in public relations education frameworks over time. Distinct inclusion was found in early frameworks, clear recognition of the growing importance of internal communication was evident in later guidelines, but the study discovers that the discipline has been excluded from recent frameworks.

While the study draws on relevant data sources credited with international influence, it is limited to sources published in English.

Practical educational and methodological implications of the research are discussed along with avenues for further research including surveys or qualitative research to investigate contemporary views held by practitioners and educators on internal communication curricula.

Social and management implications are discussed including a call for the reinstatement of internal communication in globally influential public relations education frameworks.

The discipline of internal communication is still understudied which is surprising given its impact on organisational effectiveness. Furthermore, little previous attention has been paid to the history of internal communication education. This paper tackles that void, finds inconsistent treatment of the discipline in education frameworks over time, and contributes discussion on why these inconsistencies have occurred.

The purpose of this paper is to find out which research topics and methods in information science (IS) articles are used in other disciplines as indicated by citations.

The study analyzes citations to articles in IS published in 31 scholarly IS journals in 2015. The study employs content analysis of articles published in 2015 receiving citations from publication venues representing IS and other disciplines in the citation window 2015–2021. The unit of analysis is the article-citing discipline pair. The data set consists of 1178 IS articles cited altogether 25 K times through 5 K publication venues. Each citation is seen as a contribution to the citing document’s discipline by the cited article, which represents some IS subareas and methodologies, and the author team's disciplinary composition, which is inferred from the authors’ affiliations.

The results show that the citation profiles of disciplines vary depending on research topics, methods and author disciplines. Disciplines external to IS are typically cited in IS articles authored by scholars with the same background. Thus, the export of ideas from IS to other disciplines is evidently smaller than the earlier findings claim. IS should not be credited for contributions by other disciplines published in IS literature.

This study is the first to analyze which research topics and methods in the articles of IS are of use in other disciplines as indicated by citations.

This commentary describes (1) the role of group communication research in Communication Departments and (2) reflects my personal experiences in conducting group and team research with international and interdisciplinary group scholars. I describe the challenges associated with research funding, research space, participant pools, and research technology. Additionally, I address international and interdisciplinary influences (i.e., team science, university/government/industry collaboration) on communication research. This chapter concludes by identifying interdisciplinary contexts for group and team communication research including children and teens' groups, healthcare teams, and robot–human teams.

Group communication as an area of intellectual interest had its beginnings in communication pedagogy with the goal of helping students to become more effective decision makers. A by-product is that group decision making became and remained a central research focus for many years. In the last 20 years, group communication research has facilitated the development of theory, research methods, and technology. Since 2000, group communication scholars have developed research lines on (1) virtual/digital team communication; (2) information sharing, hidden profile, and transactive memory systems; and (3) group participation. This chapter also explores the way in which group communication scholars have become connected with other disciplines that study groups and teams. The chapter concludes with current research methods trends, including interaction analysis, multilevel modeling, and qualitative methods.

The purpose of this paper is to contribute to the development of the theory of authenticity and metaconversations, particularly in relation to managerial metaconversations, and to show an empirical example of what one might term authentic metaconversational management from below.

The theoretical part of the paper consists of an analysis and elaboration of theories of metaconversation and management. The empirical part of the paper builds on a single case study, which was of both the one holistic and embedded holistic type. In connection with the case study structured and unstructured, open and direct techniques of participant observation were applied. Certain parts of the case study were based on action research and consultation methods.

This conceptual paper presents a definition of authenticity in relation to the theory of metaconversations, and demonstrates with the help of a case study that metaconversations can also be created from below, via a bottom‐up process.

On the basis of the theory of authenticity and metaconversations, the manager(s) and staff, collectively and individually, can reflect on and discuss whether the metaconversations they create and by which they are encompassed – or to which exposed – are authentic in the sense that everyone is being given a voice.

The paper offers a concept of authenticity, as it relates to management, which challenges the idea of authenticity as being primarily concerned with the manager's relationship with himself or herself, e.g. the degree of consistency between a manager's “walk” and “talk”. Authenticity in relation to the theory of management as a metaconversation deals with the relationship between the manager and the staff, for which reason authenticity in this paper is treated as a social and collective matter, not merely one which is individual and personal.