Date
9-17-2026
Department
School of Communication and the Arts
Degree
Doctor of Philosophy in Communication (PhD)
Chair
Allison Brake
Keywords
organizational communication, organizational culture theory, Barnlund’s transactional model of communication, meaning making
Disciplines
Communication
Recommended Citation
Johnson, Candida A., "Making Sense of Organizational Culture Through Internal Communication: A Qualitative Descriptive Study of University Staff Experiences" (2026). Doctoral Dissertations and Projects. 8878.
https://digitalcommons.liberty.edu/doctoral/8878
Abstract
Guided by Craig’s sociocultural communication tradition, organizational culture theory, and Barnlund’s transactional model of communication, this qualitative study sought to understand how internal communication practices at a large public university are interpreted by staff as central to meaning-making, trust, and engagement among staff. Data was collected through semi-structured interviews representing multiple divisions, roles, and campus locations at the institution. Thematic analysis revealed: 1) authentic and effective communication, 2) information flow and access, 3) institutional belonging and commitment, and 4) crisis communication breakdowns. Findings revealed that while the institution employs multiple internal communication channels, staff frequently perceived institutional-level communication as delayed, overly curated, or insufficiently transparent, especially noticeable during times of organizational change or crisis. In contrast, communication from immediate supervisors and unit-level leaders played a critical role in fostering role clarity, psychological safety, and job satisfaction. Participants frequently linked perceptions of authenticity, timeliness, and transparency to trust in leadership and willingness to remain at the institution. Ineffective crisis communication, most notably during a high-impact campus incident, was experienced as undermining confidence in institutional leadership and amplified concerns related to safety and care. Conversely, honest, specific, and two-way communication is described as fostering staff engagement, advocacy, and organizational commitment. The findings underscore internal communication as a central mechanism through which organizational culture is constructed and experienced by staff. Participants’ descriptions and implications suggest that institutions of higher education seeking to improve staff retention and satisfaction could consider transparent, dialogic, and human-centered communication practices, particularly during times of uncertainty or crisis.
