Being Ambiguous: Problem Solving through Teaching Ambiguity in IMC Classrooms
Rebecca J. Tallent, Ed.D.

Millennial students enter college with what they claim are quality critical thinking skills, but many are confused by ambiguity. In IMC or Strategic Communications, ambiguity is part of the business. This paper looks at specific issues that developed in an Introduction to IMC classroom, including student backlash when first confronted with vague or “messy” problems, and provides suggestions for teaching ambiguity.

Full Text: PDF     DOI: 10.15640/rjmc.v4n1a1