Setting an Agenda for Stakeholder Research to Field Test the NCA Learning Outcomes in Communication Sara C. Weintraub, Rebecca M. L. Curnalia, Jimmie Manning, Armeda C. Reitzel, and Melissa Chastain To cite this article, please use the following: Weintraub, S. C., Curnalia, R. M. L., Manning, J., Reitzel, A. C., & Chastain (2016). Setting an agenda for stakeholder research to field test the NCA learning outcomes in communication. Communication Education, 65(4), 483-485. doi:10.1080/03634523.2016.1203000 ( p. 483) The Learning Outcomes in Communication (LOC) grant project isolated and refined what communication majors should know and be able to do. The LOC project was an opportunity to begin a conversation in the discipline about the breadth of personal and professional competencies taught in our programs. The resulting LOCs are “not exhaustive or prescriptive,” but rather a starting point for ongoing reflection and research on and within our programs (Kidd, 2015, p. 6). Thus, we suggest ongoing stakeholder research to explore, refine, and update the LOCs. While developing the LOCs included outreach to stakeholders, additional research is needed to fully examine the LOCs and gain a better sense of what stakeholders believe should be accomplished through the major. Stakeholders are individuals or groups that have an investment in, help shape, are affected by, and depend on the discipline. Our work revealed ample evidence that employers value the knowledge and skills we teach, ( p. 485) including leadership, teamwork, interpersonal competence, and written and oral communication skills (National Association of Colleges and Employers, 2016; American Association of Colleges and Universities, 2015). The research within the discipline, however, often speaks to specific fields (e.g., journalism; see Hewitt, 2016), or class types (e.g., internships; see Amant, 2003). Now