Biography and education
Dr. Erik Timmerman graduated with a B.A. in Communication from the University of Nevada, Reno; an M.A. in Communication Studies from Texas State University; and a Ph.D. Organizational Communication from the University of Texas at Austin.
Erik’s research examine communication processes in organizations, with a primary focus on the ways that people use technology to complete tasks and manage relationships. Concurrently, Erik's research explores applications of technology in educational institutions, primarily focused upon understanding how technology can best be utilized to facilitate learning, retention, and and degree completion. Some of his more recent studies examine the use and outcomes of communication technology use by organizational groups, customer service communication, and applications of organizational and instructional theories to understand online teaching/learning. Although his research methods vary, the majority of his publications include the analysis of quantitative and qualitative data.
Erik’s research examine communication processes in organizations, with a primary focus on the ways that people use technology to complete tasks and manage relationships. Concurrently, Erik's research explores applications of technology in educational institutions, primarily focused upon understanding how technology can best be utilized to facilitate learning, retention, and and degree completion. Some of his more recent studies examine the use and outcomes of communication technology use by organizational groups, customer service communication, and applications of organizational and instructional theories to understand online teaching/learning. Although his research methods vary, the majority of his publications include the analysis of quantitative and qualitative data.
Teaching Interests
Research Interests
Featured scholarly/creative works
- Farris, K. N. L., Houser, M. L., & Timmerman, C. E. (2023). Pandemic pedagogy and turbulence in the teacher-student relationship. Texas Speech Communication Journal, 47(1), 52–70.
- Kim, J., & Timmerman, C. E. (2018). Effects of supportive feedback messages on exergame experiences: A mediating role of social presence. Journal of Media Psychology, 30, 29–40. https://doi.org/10.1027/1864-1105/a000175
- Salem, P. J., & Timmerman, C. E. (2018). Transformative practice and research in organizational communication. Transformative Practice and Research in Organizational Communication. Hershey, PA, USA: IGI Global. https://doi.org/10.4018/978-1-5225-2823-4
- Farris, K. N. L., Houser, M. L., Dye, L., & Timmerman, C. E. (2024). Faculty computer-mediated communication apprehension during shift to emergency remote teaching: Implications for instructor communication competence in the online environment. Frontiers in Communication, 9(1), 1–9. https://doi.org/https://doi.org/10.3389/fcomm.2024.1271214
- Farris, K. N. L., Dye, L. A., Houser, M. L., & Timmerman, C. E. (2022). Student perceptions of instructor communication amid class disruption: Lessons learned from the COVID-19 pandemic. In Higher Education Implications for Teaching and Learning during COVID-19 (pp. 99–116). Rowan and Littlefield.
Featured service activities
- Editorial Review Board Member
Management Communication Quarterly
- Member
Texas State University Class Scheduling Committee
- Member
Learning Management System Steering Committee
- Editor
Management Communication Quarterly (Associate Editor)
- Member
College of Fine Arts and Communication College Review Group (Tenure and Promotion)
- Member
Texas State University Class Scheduling Committee