{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1250"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1250","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Faculty Talk: Metaphors and Communication Patterns of Faculty Developing Interdisciplinary General Education Courses","abstract":"Universities across the United States are revamping general education courses emphasizing interdisciplinary course work. Faculty and administrators participating in this restructuring often find the process long, difficult and disruptive of departmental and campus communication. Protection of departmental and disciplinary turf, disagreement on pedagogical styles, and debates over what courses will be cut from core curriculum are a few of the conflicts that arise during the restructuring process. Through interviews and participant observation this research examines the perceptions of faculty, operationalized in the metaphors they use to describe their participation in the process, and aspects of personal and organizational identification issues that surface as faculty work through the curriculum changes in gerneral education courses. Structural, orientational and conceptual metaphors emerged and connected aspects of an individual's discipline, department and identity through shared metaphoric patterns.","abstract_html":"Universities across the United States are revamping general education courses emphasizing interdisciplinary course work. Faculty and administrators participating in this restructuring often find the process long, difficult and disruptive of departmental and campus communication. Protection of departmental and disciplinary turf, disagreement on pedagogical styles, and debates over what courses will be cut from core curriculum are a few of the conflicts that arise during the restructuring process. Through interviews and participant observation this research examines the perceptions of faculty, operationalized in the metaphors they use to describe their participation in the process, and aspects of personal and organizational identification issues that surface as faculty work through the curriculum changes in gerneral education courses. Structural, orientational and conceptual metaphors emerged and connected aspects of an individual's discipline, department and identity through shared metaphoric patterns.","abstract_has_math":false,"creators":["Craig, Deborah"],"institution":null,"degree_name":"Master of Arts in Communication","degree_level":"Masters","degree_discipline":"Communication","degree_department":null,"school":null,"contributors":["Charlene Berquist"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1997,"date_issued":"1997-05-01T07:00:00Z","date_published":"1997-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:17Z","subjects":["Communication"],"languages":[],"rights":["© Deborah Craig"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/249","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Charlene Berquist"]},{"key":"dc:creator","label":"Author","values":["Craig, Deborah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Communication"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Deborah Craig"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/249"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Universities across the United States are revamping general education courses emphasizing interdisciplinary course work. Faculty and administrators participating in this restructuring often find the process long, difficult and disruptive of departmental and campus communication. Protection of departmental and disciplinary turf, disagreement on pedagogical styles, and debates over what courses will be cut from core curriculum are a few of the conflicts that arise during the restructuring process. Through interviews and participant observation this research examines the perceptions of faculty, operationalized in the metaphors they use to describe their participation in the process, and aspects of personal and organizational identification issues that surface as faculty work through the curriculum changes in gerneral education courses. Structural, orientational and conceptual metaphors emerged and connected aspects of an individual's discipline, department and identity through shared metaphoric patterns."]},{"key":"dc:title","label":"Title","values":["Faculty Talk: Metaphors and Communication Patterns of Faculty Developing Interdisciplinary General Education Courses"]}]}],"canonical_facts":{"dc:contributor":["Charlene Berquist"],"dc:creator":["Craig, Deborah"],"dc:description.abstract":["Universities across the United States are revamping general education courses emphasizing interdisciplinary course work. Faculty and administrators participating in this restructuring often find the process long, difficult and disruptive of departmental and campus communication. Protection of departmental and disciplinary turf, disagreement on pedagogical styles, and debates over what courses will be cut from core curriculum are a few of the conflicts that arise during the restructuring process. Through interviews and participant observation this research examines the perceptions of faculty, operationalized in the metaphors they use to describe their participation in the process, and aspects of personal and organizational identification issues that surface as faculty work through the curriculum changes in gerneral education courses. Structural, orientational and conceptual metaphors emerged and connected aspects of an individual's discipline, department and identity through shared metaphoric patterns."],"dc:identifier":["https://bearworks.missouristate.edu/theses/249"],"dc:rights":["© Deborah Craig"],"dc:subject":["Communication"],"dc:title":["Faculty Talk: Metaphors and Communication Patterns of Faculty Developing Interdisciplinary General Education Courses"],"thesis:degree_discipline":["Communication"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Arts in Communication"]},"updated_at":"2026-07-24T03:15:17Z"}