The absolute state of research in Communication Education: facing Hanlon’s Razor
The opportunity to write critiques, self-appraisals, or agenda-setting essays is perhaps one of the great vanities of academia. That the scholars who write them are often, themselves, a part of the very group of people who created the problem is rarely acknowledged. Rather, authors often write with the hubris that their scholarly intervention will be the one to save the day. It is, therefore, with some trepidation that I write this essay. I make no pretensions to possessing a God’s eye view nor being a Promethean fire-bringer—I recognize my scholarship has contributed to some of the problems I will discuss. However, I do take some solace in knowing that this essay adds to a chorus of voices (within and beyond this forum and journal) who have sought to address the quality, direction, and tone of communication and instruction scholarship. In fact, in preparing for this response, I was struck by how many of these types of essays have been written over the past 30 years. And, simultaneously, how little has changed despite these pleas.
Department of Communication and Media
Original Publication Date
DOI of published version
Rudick, C. Kyle, "The absolute state of research in Communication Education: facing Hanlon’s Razor" (2023). Faculty Publications. 5405.