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Current communicative knowledge in the system of the social sciences and humanities in the university curriculum
(ЦДПУ ім. В. Винниченка, 2018) Gutsalo, Emiliia Un-Sunivna; Matyash, Olga Ivanivna; Гуцало, Эмилия Ун-Суновна; Матьяш, Ольга Ивановна; Гуцало, Емілія Ун-Сунівна; Матьяш, Ольга Іванівна
(en) This paper offers an analysis of a survey, conducted among faculty of universities on the topic of how communication, communication studies, and education are viewed today academia. With the changes taking place education, the field is still somewhat «undefined–unidentified». While continuing discussions about communication and communication training are taking place, there are few empirical studies looking at the development of the discipline and communication education. With this in mind, the authors conducted a study to explore two questions: how educators view communication and communication studies; and how they view the need for communication education at the university level. A discussion of the results and the implications for research is given from a sociocultural perspective.This study provides initial insights into how academics express their views on communication and communication science – what language they use to discuss communication issues, what meanings they assign to the basic concepts and issues, and what cultural traditions and discourses inform their perspectives. Future research should broaden and diversify the sampling by engaging participants from other academic disciplines. Also, this study involves primarily the faculties of more traditional higher educational institutions representing the socalled psycho-pedagogical sector. It might be useful to extend this line of research to the faculties of more modern universities, representing new social departments and programs. As we can see from this study, institutional affiliations play a critical role in how different faculties conceptualize communication and view the prospects for communication research, and eventually for communication education. This analysis was undertaken from a sociocultural perspective: the empirical findings were analyzed in a broader cultural context to see how the expressed views resonate with broader cultural beliefs, practices, and traditions. This methodology can be useful to investigate other broad societal communication issues. Another important theme worth exploring within a sociocultural perspective is: how the existing social practices affect the development of communication disciplines in the country. We hope that the findings of this study, and the questions raised will serve as a stimulus for new empirically grounded interpretive and conceptual studies.