Paul Witt challenges every reader to make a decision in response to the question: "Will the profession follow these recommendations presented in this forum?" Will "quick and dirty" survey methods be exchanged for more complex research designs?" He cautions readers to think first before replying, warning that this is a…

As ways that communication scholars can prepare students to meet challenges and transform society are considered, for the greater good, the authors argue that it is essential to consider the realm of health communication (Morreale, Valenzano, & Bauer, 2016). The authors focus on a growing need for rigorous research as a cornerstone of…

Uses the idea of "framing" as a case study of scattered conceptualization across academic disciplines. Identifies and makes explicit various uses of "framing." Argues that the field of communication can develop a core of knowledge that could translate into research models contributing to social theory in the largest sense. (SR)

Presents a dialog between the two editors of this issue, discussing and debating why communication researchers should study the Internet, and how the topic can be conceptually constrained. (SR)

Discusses the establishment of collective memory studies. Addresses six premises for collective remembering that are basic to contemporary scholarship: that collective memory is processual, unpredictable, partial, useable, both particular and universal, and material. Discusses the future of collective memory studies. (SR)

Explores the idea of a crisis of representation in the context of organizational communication studies. Suggests that this notion should be the leitmotif for critical organizational theory and research across the next 10 years. (RS)

Suggests that researchers studying electronic mail should consider the effects of variables of form (which include both specific technological designs and the diversity of documents which can be transmitted) and think of e-mail from a broad perspective: as an environment in which a diverse range of writing and research practices can be exercised…

States that the term "management communication" has not been defined, and the discipline has no focus. Calls for research within the managerial context--difficult for professors to understand because managers and academics operate in different environments. Finds that obstacles exist to conducting valuable management communication…

Presents friendly advice to potential authors and researchers on basic conceptual and operational mistakes commonly made in the most recent 100 manuscripts reviewed by the author. (MS)

Discusses the nature and usefulness of talking to ourselves, silently or aloud. Poses questions for research and for education concerning this universal habit. (HTH)

Introduces "virtual reality" (computer-enhanced environments in which the user feels present), and considers its possible implications for communication research and researchers. (SR)

Argues that pedagogical research must be retrieved from the margins of the communication discipline. Sketches guidelines for a more theoretically sophisticated and engaging form of discipline-specific pedagogy. (SR)

Describes what business communication professors and practitioners believe are the most important research issues. Compares research being published to that which is rated as the most important. Lists criteria of good business communication research. Determines the extent to which the published research is meeting the criteria for good business…

Concentrates on the context, complexity, and consequences as ways of thinking about how research in health communication should be evolving in the twenty-first century. Uses examples from the author's research agenda, and widens the discussion beyond that, knowing that the pressing needs of such research exceed what the author alone hopes to…

Argues that scholars in communication studies, rather than engaging questions about "the field" or "the divide," should instead ask questions about who they are, and who they become, when they engage in certain kinds of communication inquiry--ontological questions about epistemological consequences. (SR)