Communication Education

Vol. 57, No. 2, April 2008, pp. 224
240

Why Communication Education is

Important: The Centrality of the
Discipline in the 21st Century
Sherwyn P. Morreale & Judy C. Pearson

This study provides a rationale for the claim that communication instruction is critical to
students’ future personal and professional success. Thematic analysis of 93 journal and
newspaper articles, reports, and surveys provide evidence of the centrality of commu-
nication in developing the whole person, improving the educational enterprise, being a
responsible social and cultural participant in the world, succeeding in one’s career and in
business, enhancing organizational processes and organizational life, and, addressing
several emerging concerns in the 21st century including health communication, crisis
communication, and crime and policing. The results of this study are compared to the
themes identified in a similar study published in 2000.

Keywords: Importance of Communication Instruction; Centrality of Communication

Discipline; Rationale for Communication Education; Communication in Higher
Education; Role of Communication Education

Understanding how people use messages to generate meaning within and across
various contexts, cultures, channels, and media (Korn, Morreale, & Boileau, 2000) is
an issue of vital importance in contemporary society. Scholars outside of the
communication discipline bear witness to the centrality of communication educa-
tion. McCloskey (1994), a professor of economics, argues that speech or ‘‘talk’’ has
become central in society, and hence, communication is one of the most pragmatic
fields of study in academia. McCloskey presents three basic premises to support his
claim: a nation of new minorities needs better communication; we are living in a

Sherwyn P. Morreale (Ph.D., University of Denver, 1989) is an Assistant Professor and Director of Graduate
Studies in the Communication Department, University of Colorado at Colorado Springs. Judy C. Pearson
(Ph.D., Indiana University, 1975) is Associate Dean of Arts, Humanities, and Social Sciences and Professor of
Communication, North Dakota State University. The authors acknowledge the seminal research of Michael
Osborn in shaping the first iteration of this study in 2000 and contributions to the present study of research
assistants, Mildred E. Green, Robert Becker, Jeffrey T. Child, Katherine L. Gronewold, and Nadene N. Vevea.
Sherwyn P. Morreale can be contacted at [email protected]

ISSN 0363-4523 (print)/ISSN 1479-5795 (online) # 2008 National Communication Association

DOI: 10.1080/03634520701861713
 Why Communication Education is Important 225

communications revolution comparable to the invention of printing; and many

people now earn their living from talk. McCloskey concludes that communication
studies are central to interdisciplinary research and teaching.
A pressing need exists for communication instruction at all levels of the U.S.
educational system. This assertion requires evidence to show that communication
courses have the potential to improve the quality of communication in society.
Recognizing this requisite, an earlier study found support for the centrality of the
communication discipline (Morreale, Osborn, & Pearson, 2000). These researchers
collected and published annotations of 99 articles, commentaries, and publications
spanning from 1955 to 1999, all of which demonstrated the importance of the study
of communication. Four of five major themes in that annotated bibliography
provided support for the importance of communication education. The themes are
listed here in the same order that they were presented in the original study, although
they are not listed in the order of frequency. These themes include:

(1) The development of the whole person (17 references). This theme suggested that
communication education plays a key role in self-development by enhancing
relationships with one’s self, others, and society, and by improving related
communicative skills.
(2) The improvement of the educational enterprise (seven references). This theme
suggested that communication education enhances the quality of classroom
instruction and is key to successful collaboration in educational environments.
(3) Being a responsible participant in the world, both socially and culturally (eight
references). This theme suggested that communication education is vital to the
development of skills and sensitivities that shape our social and political lives,
help society’s positive continuance, and erase cultural boundaries.
(4) Succeeding in one’s career and in the business enterprise (50 references). This
theme suggested that communication education and skills are fundamental to
career success and upward mobility in multiple professions.

A fifth theme in the 2000 study highlighted the need for communication education
to be provided by those who are specialists in its study (15 references).
Most would agree that competence in oral communication is prerequisite to
academic, personal, and professional success. However, while humans are born with
the ability to vocalize, they are not born with a full accoutrement of the knowledge,
attitudes, and skills that constitute communication competence. The ability to
communicate effectively and appropriately is learned and, therefore, can and should
be taught. The discipline of communication is well positioned to address students’
personal, educational, and professional development. Simply stated, the commu-
nication discipline is viewed as central to the goals of the educational system.
To provide recent evidence and support for such a claim, this study updates the
earlier efforts of Morreale et al. (2000). While only seven years have passed since the
original study, the world has changed dramatically. Modern life and the role of
communication have been affected by catastrophic events, such as the terrorists’
226 S. P. Morreale & J. C. Pearson

attacks of 9/11 and the outbreak of violence on high school and college campuses.
These events have resulted in heightened interest in dimensions of communication,
such as risk and crisis communication, negotiation, and conflict management.
Moreover, new communication technologies are connecting people around the world
and reshaping how we work, play, and communicate. The Millennial generation
needs training in skills required to navigate a global world, including competencies
related to electronic and intercultural communication. New York Times columnist
and best-selling author, Thomas Friedman (2006), talks about what college graduates
need to know and be able to do in order to be successful in the 21st century:
You need to like people. You need to be good at managing or interacting with other
people. Although having good people skills has always been an asset in the working
world, it will be even more so in a flat world [advances in technology and
communication putting diverse people in touch as never before]. That said, I am
not sure how you teach that as part of a classroom curriculum, but someone had
better figure it out. (p. 106)
The communication discipline has figured it out and now needs to promulgate this
knowledge to society. We in the discipline need to argue soundly and provide
evidence of the importance of our subject matter.
As in 2000, the purpose of this study is to provide communication instructors and
administrators with a solid rationale for communication education based on its
importance in contemporary life and society. Articles, commentaries, and publica-
tions from an array of sources, all of which emphasize the need for communication
skills and communication instruction, have been examined and organized themati-
cally. The sample in this study included 93 journal and newspaper articles, reports,
and surveys that have utilized both qualitative and quantitative methods. The content
and importance of each of six themes is provided in this report; and the themes are
discussed and compared to those identified in the earlier 2000 study.
Several questions were addressed. Is communication education important in
contemporary life and society? Do surveys, studies, and reports identify the same
rationale for the importance of communication instruction as did the earlier
annotated bibliography? As we advance into the 21st century, do different reasons for
our discipline’s presence and centrality in the educational system emerge? Finally, and
perhaps most important, what recommendations might we proffer that would make
our discipline more meaningful and better understood by administrators, other
educators, and employers?

Method
This study replicated the method used in the 2000 study with regard to data
collection (Morreale et al., 2000). Data analysis varied from the earlier study in that
two raters, rather than one, were used to categorize annotations of the references
thematically.
 Why Communication Education is Important 227

Data Collection
The writings included in this study were derived from a comprehensive search of both
academic and nonacademic literature from 1998 through 2006. First, a search of
academic journal articles was conducted using a variety of electronic databases
including EBSCO Host’s Communication and Mass Media Complete; Sage Publica-
tion’s full text collection, Communication Studies; Business Source Premier;
PsychInfo; the general databases Academic Search Premier, Expanded Academic,
and WilsonWeb; and Communication Abstracts. Journals in the areas of commu-
nication, business, and education were emphasized because most articles in the 2000
study were located in those literatures. Using keywords such as importance and
important with communication yielded a substantial number of articles, some of
which were useful and some of which were not. The articles were carefully read and
reviewed to select those that pertained very directly to the research topic: ‘‘Is
communication education important in contemporary life and society; and if so, how
so?’’ Some articles, while they discussed the importance of a variety of skills including
communication, did not focus sufficiently on communication to warrant inclusion.
Second, magazines, newspapers, and reference books in nonacademic presses were
searched using a general interest database, General Reference Central Gold. By
applying the same key words as those in the academic search, many more articles
were identified. In addition, a general search of the Internet also was conducted using
three search engines: Google, Yahoo, and AskJeeves. That search did not provide any
new articles. The academic and popular press search processes resulted in a total
sample of 93 articles, reports, and surveys published from 1998 to 2006. The sample
in the previous study consisted of 99 articles spanning 1955
1999. Although it may
appear that the same articles would be eligible for both studies, no overlaps occurred.
The earlier study did not include all of the articles from 1998 and 1999 because of
discrepancies in availability of the journals. The present study looked at the 1998 and
1999 references for articles that had not been included in the earlier study.

Data Analysis
Because annotations could be categorized more easily into themes than full text
writings, the 93 sources first were annotated individually by a trained research assistant
and the authors of this study. After the 93 articles were annotated, two raters separately
read and categorized each annotation using the following four categories from the
2000 study as a foundation for a thematic categorization system: the development of
the whole person; the improvement of the educational enterprise; being a responsible
participant the world, both socially and culturally; and, succeeding in one’s career and
in the business enterprise. The earlier study had used a grounded theory approach to
derive these four core categories from the entire sample (Punch, 2005). Had the
references in the present study not clearly fit into the four categories from the original
study, the raters would have returned to the grounded theory methodology and
developed a new set of categories for the present study.
228 S. P. Morreale & J. C. Pearson

Each of the 93 annotated references was examined in terms of its claim about
communication’s importance to the original four categorical themes. Any reference
that did not clearly fit in one of the four categories was set aside for later re-
examination. Based on re-examining those unassigned annotated references, new
themes were identified and new categories were added to the original four. Next, the
two raters met and compared their individual results from the categorization process.
Any references about which the raters agreed were assigned to that thematic category.
Using Scott’s pi, the two raters reported their intercoder reliability, the proportion of
agreement for categorizing the annotated references, at .80 (Reinard, 2008, p. 123).
That is, the two raters independently agreed on the appropriate category for
approximately 74 of the 93 references. Any references about which the raters did not
agree were discussed and recategorized. As necessary, the raters revisited the content
of the original article, rather than the annotation, to determine the most appropriate
category for a particular reference. Through this process, the two coders reached
100% agreement on coding all of the references.

Results
Six themes that provide evidence of the importance of communication instruction in
the 21st century emerged from the thematic analysis of the 93 annotated references.
The first four themes are the same as those identified in the earlier study (Morreale
et al., 2000):

(1) development of the whole person (10 references);

(2) improvement of the educational enterprise (19 references);
(3) being a responsible participant in the world, socially and culturally (6 references);
(4) succeeding as an individual in one’s career and in business (23 references).

The last two themes are unique to this study, although they are conceptually related
to the fourth theme:

(5) enhancing organizational processes and organizational life (24 references)

(6) emerging concerns in the 21st century (11 references focused on health
communication, crisis and communication, crime and policing)

The fourth theme primarily focuses on what an individual needs to know about
communication and be able to do in order to succeed professionally. The fifth theme
is not concerned with the individual but rather with the capacity of communication
to affect an organization in a general sense. The sixth theme extends this
organizational perspective and draws attention to communication in specific
organizational settings (health, crisis, crime and policing).
Table 1 lists each of the six themes with the corresponding sources or citations that
support each theme. This six-part category system used to distinguish trends in
academic and nonacademic literature may appear constituted of disparate category
 Why Communication Education is Important 229

Table 1 Relevant Citations for Each of the Communication Education (CE) Themes
Identified
Number of
Themes citations Relevant citations

1. CE is vital to the n10 Barker (2006), Downing (2005), Finn and Powers
development of the (2002), Levine (2005), McCracken (2006), Mukherji
whole person (2005), Reed, McLeod, and McAllister (1999), Reed
and Spicer (2003), Shannon (2004), Time Warner
(2003)
2. CE helps to improve n19 Barrett et al. (2002), Bippus et al. (2003), Bollag
the educational (2005), Brinkman and van der Geest (2003), Dannels
enterprise (2001a), Dannels (2001b), Dannels, Anson, Bullard,
and Peretti (2003), Ellis, Shockley-Zalabak, and
Hackman (2000), Gose (1999), Helsel and Hogg
(2006), John J. Heldrich Center for Workforce
Development (2000), Leatherman (1999), Martin and
Myers (2006), Morreale (2003), Myers, Martin, and
Knapp (2005), Saulny (2005), Wilkinson (2002),
Zhao and Alexander (2004), The $100,000 question
(2002)
3. CE encourages being n6 Berry (2005), Communication is key in Europe,
a responsible citizen of 2002), Du-Babcock (2006), Haslam (2002), Scudder
the world, socially and (2004), Yashima, Zenuk-Nishide, and Shimizu (2004)
culturally
4. CE helps individuals n23 Bates (2006), Booher (2005), Build your practice step
succeed in their careers by step (2004), Buyers rate communication as most
and in business vital skill (2007), Clement (2001), Cline (2005),
Darling and Dannels (2003), Emory (2002), Foxworth
(2001), Gamauf (2004), Hoch (2006), Hon et al.
(2004), Hynes et al. (2002), ‘‘Ideal’’ job candidates
know how to communicate (2001), National
Association of Colleges and Employers (2002), Nelson
(2002), Olsztynski (2004), Robbins, (2007), Step out
of the shadows (2007), Tucker and McCarthy (2001),
Weir (2006), Williams (2002), Wolter (2006)
5. CE enhances n24 Armour (1998), Brumberger (2005), CCH (2000),
organizational processes Clemons (2003), Cronin III (2001), Editorial*
and organizational life Communication is what you need (2005), Fletcher
(2001), Hall (2003), Higginson (2006), Hood (2006),
Hornik et al. (2003), Horton (2000), Kimball (2003),
Longo (2004), Lundelius (2005), Moore (2006),
O’Donnell and Boyles (2004), Quinn (2003), Quirke
(2001), Rodenbough and Fletcher (2006), Silverman
(2001), The importance of communication (2001),
Using coaching to improve communication (2006),
Washatka (2004)
6. CE addresses emerging n11 Bright ideas-improving communication (2004),
concerns in the 21st Cantrell (2004), Elliot (2003), Farmer and Tvedt
century (2005), Johnson (2004), Levine (2004), Mantone
(2004), Riell (2003), Schrader, Mills, and Dick (2001),
Stark (2005), Woods (2000)

Note. Total N for citations 93.

230 S. P. Morreale & J. C. Pearson

types: generic categories (i.e., self-development; responsible participation in the

world), communication contexts (education, organizations), and specific context-
related situations (health, crisis, crime and policing). Since a grounded theory
approach was used to identify the categories, the entire sample determined the
category system and thus what may appear to be disparate categories.
A summary of the content and significance of each of the six themes follows. A
general discussion and comparison of these themes to those identified in the earlier
study is provided after these results.

Theme 1: Communication Education is Vital to the Development of the Whole Person

The ten writings that support the first theme listed in Table 1 suggest that being able
to communicate is vital to developing as a complete person. Educators and
researchers expressed concern that, as young people develop in contemporary
society, they may not be learning the critical language, verbal, and oral skills that they
will need (Barker, 2006; Time Warner, 2003). These concerns were related to the
development of an array of communication abilities by young people of all ages and
at all grade levels, including those with disabilities (Downing, 2005). Communication
education helps to develop the ability to communicate with an array of different types
of people in different situations including peers, parents, and teachers (Reed,
McLeod, & McAllister, 1999). Communication training also aids in the development
of self-confidence and people and human relation skills (Shannon, 2004). Levine
(2005) provides this summative statement in support of the first theme:
Many young adults are growing up in a nonverbal culture that makes few, if any
demands on language skills. This has been considered as one of the reasons why
more college students today have development problems such as difficulties in
processing language or communicating verbally (both speaking and writing), an
inability to focus attention or reason quantitatively, and a serious lack of problem-
solving skills. (pp. B11
B12)
Reed and Spicer (2003), in a study of 143 teachers in 17 private and parochial high
schools, found that interpersonal communication is fundamental to forming and
maintaining relationships, including student
teacher relationships. These researchers
argued that the ability to communicate effectively is recognized as a key factor that
influences how individuals are perceived and the quality of their relationships with
others.

Theme 2: Communication Education Helps to Improve the Educational Enterprise

The 19 sources that support the second theme suggest that communication education
is integral to, and will help improve, the educational enterprise, itself. For example,
communication education is deemed necessary in the sciences (Wilkinson, 2002), for
business and management students (Barrett, Worley, & Dyrud, 2002; ‘‘The $100,000
question,’’ 2002; Zhao & Alexander, 2004) as well as those in engineering (Dannels,
Anson, Bullard, & Peretti, 2003), and architecture students and those in applied
 Why Communication Education is Important 231

science programs (Brinkman & van der Geest, 2003). All students, including those at
the graduate level (Leatherman, 1999), need to learn to communicate orally,
interpersonally, in small groups and teams, and in public (Dannels, 2001b).
Interestingly, students also need to learn to communicate effectively outside the
classroom with other students and with teachers (Bippus, Kearney, Plax, & Brooks,
2003; Martin & Myers, 2006). Pedagogical approaches, such as the use of
communication-across-the-curriculum (Dannels, 2001a) and communication labora-
tories (Ellis, Shockley-Zalabak, & Hackman, 2000; Helsel & Hogg, 2006), are useful to
enhance students’ abilities to communicate. Bollag (2005) supports this theme by
stating that:
There is emerging consensus among educators, business leaders, and accreditors on
what skills are necessary for all students as undergraduates. Those skills include
good written and oral communication, a capacity for critical thinking, and the
ability to work in teams. However, the data available nationwide suggest that many
students graduate with serious weaknesses in those areas. (p. A38)
Gose (1999) pointed to a national survey developed by experts in the field of
higher-education assessment that measures the extent to which colleges use ‘‘good
practices’’ to encourage learning. Those good practices include communication as a
key to successful collaboration in all educational environments. Communication
elements identified as measures of quality include activities such as number of
presentations given in classes, number of papers that were at least 20 pages long, and
number of times students confer with their professors.
The John J. Heldrich Center for Workforce Development (2000) conducted a
national survey of American workers asking them what should be done to improve
education. Of 1,015 adult workers, 87% rated communication skills as being very
important and said that schools need to prepare people with skills and attitudes that
are important to workplace success such as communication skills and critical
thinking skills.

Theme 3: Communication Education Encourages Being a Responsible Participant in the

World, Socially and Culturally
The six sources that support this theme suggest that being able to communicate, and
therefore communication education, will help individuals to become responsible
participants in today’s global community. In the world of commerce in the 21st
century, good communication skills, added to understanding cultural differences, will
help individuals to participate effectively in complex and diverse global organizations
and multidisciplinary environments (Berry, 2005; Scudder, 2004).
Du-Babcock (2006) explains that in the 21st century, with the growth of
communication, communicators will be directly or indirectly exposed to an array
of cultural differences, information exchange possibilities, and communication
dynamics, which will require them to adjust to the competency levels of their
communication partners. Teachers of communication must teach students how to
232 S. P. Morreale & J. C. Pearson

cope with, and communicate in, these increasingly complex and diverse global
communities. Communication skills are essential business tools and prerequisite for
successful participation in, and management of, global economic organizations and
effective government (Haslam, 2002).

Theme 4: Communication Helps Individuals Succeed in Their Careers and in Business

The 23 references that support the fourth theme suggest that being able to
communicate will help individuals to succeed in a wide array of different careers
and types of businesses. For example, studies indicate that good communication
abilities are critical to success in the following positions and careers: leaders and
managers (Bates, 2006; Williams, 2002), sales personnel (Booher, 2005), public
relations and advertising professionals (Hon, Fitzpatrick, & Hall, 2004), engineers
(Darling & Dannels, 2003; Robbins, 2007), actors and their agents (Emory, 2002),
technicians (Gamauf, 2004), athletic directors and coaches (Hoch, 2006), accountants
(‘‘Build your practice step by step,’’ 2004; ‘‘Step out of the shadows,’’ 2007), franchise
operations administrators (Nelson, 2002), purchasing professionals (‘‘Buyers rate
communication as most vital skill,’’ 2007), and contractors (Olsztynski, 2004).
While interpersonal and general communication skills are ranked by some as most
in demand by employers and most needed in today’s workplace (Cline, 2005;
Foxworth, 2001; Tucker & McCarthy, 2001; Weir, 2006), other essential communica-
tion skills include: leading meetings and managing teams (Gamauf, 2004; Hynes,
Worley, & Dyrud, 2002; Robbins, 2007; ‘‘Step out of the shadows,’’ 2007), problem
solving (Clement, 2001), resolving conflict and managing negotiations (Hynes et al.,
2002; Robbins, 2007), listening (Robbins, 2007; ‘‘Step out of the shadows,’’ 2007),
building interpersonal relationships (Clement, 2001; Nelson, 2002), delivering
presentations (Booher, 2005; ‘‘Step out of the shadows,’’ 2007; Wolter, 2006), and
conducting performance reviews (Hynes et al., 2002).
The ability to express oneself orally and in writing is referenced as the single most
important skill to career advancement (Booher, 2005). In a business setting, Booher
warns that ‘‘ . . . if you can’t communicate your ideas with impact, your words do not
inspire confidence in your recommendations’’ (p. 13).
In a report on workforce development and the new economy, Clement (2001)
provides a list of critical areas where a shortage of trained labor exists. Of the skills
that are in short supply and sought after universally by employers in the new
economy are three essential communication-related skills: critical thinking, problem
solving, and interpersonal relations. The objective of Clement’s report, which was
derived from a series of public forums conducted throughout the U.S., was to
ascertain if there is a skills shortage; and if so, which skills are lacking and how the
problem can be addressed.
Cline (2005) reports the results of a poll of 330 employers. Ninety-six percent of
executives rated communication and interpersonal skills as the most valuable
employee trait. One executive interviewed states that attitude and aptitude are equally
valuable in the office; however, communication skills still rank at that top of her list.
 Why Communication Education is Important 233

Theme 5: Communication Education Enhances Organizational Processes and

Organizational Life
The 24 writings that support the fifth theme suggest that communication education
has a significant impact on a variety of processes in organizations and on life in
organizations. Poor communication can negatively affect employee recruitment and
retention (CCH, 2000), as well as the ‘‘bottom line’’ (Washatka, 2004). On the other
hand, organizations benefit from well-developed communication strategies and
processes (Quirke, 2001; Silverman, 2001) and from the effective use of commu-
nication, in good times (Hood, 2006) and in downturns (Fletcher, 2001).
Many different organizational processes can benefit from improved communica-
tion including builder and contractor interactions (Moore, 2006), customer service
relations (O’Donnell & Boyles, 2004), communication with external service providers
(Quinn, 2003), franchise operations (Higginson, 2006; Kimball, 2003), information
systems development (Hornik, Chen, Klein, & Jiang, 2003), insurance management
(Hall, 2003), internal and external legal counsel relations (Longo, 2004), situations
involving technical communication (Horton, 2000). Training (Rodenbough &
Fletcher, 2006) and coaching (‘‘Using coaching to improve communication,’’ 2006)
help to improve communication in organizations.
Poor communication is a frequent and time-consuming problem in contemporary
organizations. One survey found that 14% of each 40-hour workweek is wasted
because of poor communication in organizations between staff and managers
(Armour, 1998). Accordingly, poor communication has become a frequent problem
and is proving to be quite costly, eroding productivity, and leaving employers at a
competitive disadvantage.
In another survey of 4,000 human resource professionals (CCH, 2000), 72% of
respondents said that improved communication and communication skills are key to
retaining employees. A good working relationship where employees are valued, and
understand how their work contributes to the organization’s goals, is essential to
satisfied employees.
Internal communication is more important today than in previous years, and it
helps employees to perform their jobs more effectively (Clemons, 2003). Organiza-
tions can benefit from a well-developed and implemented internal communications
strategy, which keeps employees motivated and engaged by sharing clear, consistent
messages in a timely manner.

Theme 6: Communication Education Addresses Emerging Concerns in the 21st Century

(Health Communication, Crisis and Communication, and Crime and Policing)
The 11 sources that support this theme suggest the emergence of some new concerns
in the 21st century that may be positively impacted by communication education.
Health and medical issues may be better addressed through more effective
communication in medical environments, medical centers, and medical practices
and by providing communication skills training for those working in health-related
234 S. P. Morreale & J. C. Pearson

programs. More effective communication also is critical before and during times of
crisis in organizations, and communication can be a key factor in solving criminal
cases and improving community-policing programs.
In any medical environment, communication may be the most important
component of successful relationships (Mantone, 2004). Nurses said that good
communication might be more about listening than talking (Cantrell, 2004); and
72% of dentists stated that good communication was the most important feature
when choosing a laboratory with whom to collaborate (Johnson, 2004). Poor
communication is linked to misdiagnoses, the ordering of unnecessary tests, and the
failure of patients to follow treatment plans; only 15% of patients fully understand
what their doctors tell them, and 50% of them leave their doctors’ offices uncertain of
what they are supposed to do to take care of themselves (Levine, 2004).
Good communication can save lives and corporate reputations, when it comes to
crises management (Farmer & Tvedt, 2005; Riell, 2003). Effective communication is
essential during a crisis, and educating and training employees regarding crisis
management and response is critical. Communication skills are vital for those
engaged in community policing (Woods, 2000). Community policing encourages
direct, face-to-face communication. Five communication skills*listening, question-
ing, information giving, observing body language, and describing*are central to
policing. Of these, listening was ranked as the top skill by police officers. Moreover,
communication was one of the key factors to solving the District of Columbia’s sniper
case in 2002 (Elliot, 2003).

Discussion
In general, the discovery of 93 new articles and reports on the importance of
communication education and instruction in the last nine years is heartening. These
results provide continuing rationale for the centrality of communication instruction
in the U.S. educational system. Realizing that scholars and popular writers continue
to make the case for communication suggests that the communication discipline is
viewed as focal. However, a cursory review of the 93 sources suggests that the
discipline continues to be known primarily for developing communication skills.
People are less aware of the underlying body of research and theory that also
constitutes the communication discipline. The promotion of such awareness rests on
the shoulders of communication scholars and teachers. Public understanding of the
discipline, not just as ubiquitous but also as substantive, is the next frontier.
Do the current findings point to the same reasons for the importance of
communication instruction as identified in 2000? Table 2 outlines the themes in
both studies. Despite the fact that the two studies have nearly the same number of
annotated writings, drawing direct comparisons between the two sets of thematic
results is problematic. The 99 writings in the 2000 study extend from 1955 to 1999,
whereas the sample of 93 writings in the present study spans a 9-year period from
1998 to 2006. While these differences in sampling render most comparative claims
invalid, several observations may be made.
 Why Communication Education is Important 235

Table 2 Thematic Analysis of References of Articles on the Importance of Communication

Education
Themes identified in each study 2000 study 2007 study

Development of the whole person 17 10

Improvement of educational enterprise 9 19
Responsible participant in the world 8 6
Succeeding in one’s career and in business 50 23
Enhancing organizational processes and organizational life 0 24
Emerging concerns in the 21st century 0 11
Communication education provided by specialists in its study 15 0
Total number of references 99 93

The four original themes in the 2000 study did reappear in the 2007 study, albeit
with some shifts among number of writings in the four thematic categories. We now
can assume that these four themes or reasons for the importance of communication
instruction are well supported and documented over time. Any communication
professor or administrator could point with some confidence to these four themes as
part of their rationale for the discipline’s centrality on their campus. The two new
themes in the 2007 study also are notable (communication processes in organizations
and emerging concerns in the 21st century).
The role and importance of communication in contemporary organizations
certainly are emphasized in the new findings. The communication discipline, based
on its expansive research and scholarly tradition in this area, is the most logical choice
in the academy to address the need for instruction about communication in
organizations.
By comparison to the 2000 study, three other emerging concerns were identified:
health communication, crisis communication, and crime and policing. Commu-
nication instructors and researchers already are addressing and studying these
emerging issues as well as the need for communication skills related to economic
globalization identified in the third theme.
Finally, in the 2000 study, 15 references spoke to the need for communication
specialists to provide communication instruction. No similar articles or reports were
found in 2007. Optimistically, this result may suggest that, by now, it may be a given
that communication should be taught by those most expert in its instruction. In any
case, communication scholars and teachers should remain watchful and continue to
stress professionalism and awareness of the discipline, as we continue to expand.

Limitations and Recommendations

The themes identified in this study call attention to the importance of communica-
tion in contemporary society and, therefore, the centrality of communication
education in the educational enterprise. These results have significance and value
for communication educators and administrators, but the study has its limitations.
236 S. P. Morreale & J. C. Pearson

First, this investigation does not represent original research, as most of the writings
in the sample are available elsewhere, electronically or in print. The purpose in
gathering them together in this study is simply to provide a summative rationale for
studying communication. Second, this study does not address the question of why
some academic institutions still fail to conceive of, and recognize, the importance of
communication instruction. Again, this study’s purpose is to provide a rationale for
changing those conceptions. Finally, while these results identify the skills and
dimensions of communication that are considered socially relevant and important,
germane communication curricula and instructional strategies are not provided.
Future studies may consider how communication educators might address the
societal needs and concerns represented by the themes in this study. What
appropriate teaching strategies and curricula are in place, or should be in place, so
we can ensure that communication education is helping to improve the quality of
communication in society? How can communication educators help facilitate the
achievement of the broader societal aims identified in the themes in this study? For
example, future researchers might combine the results produced in this study with
those of an earlier study that examined the state of the art in instructional and
developmental communication (Waldeck, Kearney, & Plax, 2001). The themes
identified in this present study tell us what society deems important in terms of
communication needs and instruction. Waldeck, Kearney, and Plax categorized all
instructional communication research published during a 10-year period. A research
question of interest might consider the extent to which instructional communication
researchers are addressing the themes identified in this study.
In summary, communication educators should be mindful of the critical role they
play in the future lives of their students. These students may be communication
majors, or nonmajors participating in the only formal communication instruction
they may ever experience. While many factors affect the course of any life, competent
communication plays a critical role in how our students will react to and manage
life’s challenges.
Administrators within and outside the communication discipline including
department chairs, college deans, academic provosts, college presidents, and
chancellors should recognize the imperative of the communication discipline and
of communication instruction. In some cases, college and university mission
statements only provide lip service to communication education for their campus’
students. This study suggests that academic institutions ought to ensure that all of
their students graduate with the communication competencies necessary to succeed
personally and professionally in their lives.

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Received June 19, 2007

Accepted October 18, 2007