Department Chairs' Perceptions of the Importance of Business Communication Skills

2002 ◽  
Vol 65 (4) ◽  
pp. 60-72 ◽  
Author(s):  
William J. Wardrope
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Department Chairs ◽  
Writing Skills ◽  
Business Communication ◽  
Literacy Skills ◽  
Cultural Literacy ◽  
Mediated Communication ◽  
Communication Course ◽  
Administrative Information

The purpose of this investigation was to determine business department chairs' rat ings of topics typically covered in the business communication course. A sample of 280 chairs provided administrative information about the business communication courses at their institutions, rated the importance of 34 topics typically covered in the course, and assessed the need for the course in their programs. Results indicate that department chairs perceive writing skills to be more important to business communication courses than other communication skills, such as speaking, tech nology-mediated communication, interpersonal communication, team/group com munication, listening, and cultural literacy skills. Implications for business com munication curriculum and research are offered.

Can We Succeed in Teaching Business Students to Write Effectively?

2006 ◽  
Vol 69 (3) ◽  
pp. 257-263 ◽  
Author(s):  
Khushwant K. S. Pittenger ◽  
Mary C. Miller ◽  
Jesse Allison
Keyword(s):  
Student Performance ◽  
Business Students ◽  
Writing Skills ◽  
Objective Measure ◽  
Business Communication ◽  
Communication Course ◽  
Teaching Business

This article presents the results of a study where business students’ writing skills were assessed using an external objective measure in a business communication course. The student performance was disappointing before instructor intervention. After the intervention, student performance improved noticeably. The implications of the study are discussed for those who teach writing skills.

Graduate Business Students' Preferences for the Managerial Communication Course Curriculum

1996 ◽  
Vol 59 (2) ◽  
pp. 45-55 ◽  
Author(s):  
Geraldine E. Hynes ◽  
Vinita Bhatia
Keyword(s):  
Interpersonal Communication ◽  
Business Students ◽  
Team Building ◽  
Business Communication ◽  
Job Interviews ◽  
Communication Course ◽  
Managerial Communication ◽  
Managing Diversity ◽  
Graduate Business Students ◽  
Core Course

The purpose of this study was to determine graduate business students' pref erences for the business communication course curriculum. Two hundred fifty- five graduate business students who had taken a core course in managerial communication were surveyed, 86% of whom are employed. The most highly rated course topics were making presentations, writing memos and letters, lis tening and interpersonal communication, impromptu speaking, and business report formats. The topics rated least important were international business communication, using technology, and managing diversity. The most fre quently suggested additional topics were job interviews, team building, writing manuals/policies/procedures, and ethics.

Incorporating Electronic Mail into the Business Communication Course

1995 ◽  
Vol 58 (3) ◽  
pp. 45-51 ◽  
Author(s):  
Karen S. Nantz ◽  
Cynthia L. Drexel
Keyword(s):  
Communication Skills ◽  
Electronic Mail ◽  
Electronic Communication ◽  
Business Communication ◽  
Information Superhighway ◽  
Organizational Hierarchy ◽  
Communication Course ◽  
E Mail

E-mail is the primary communication vehicle for the information superhighway. Unfortunately, e-mail education is focusing on the hardware and software issues without regard for the requisite communication skills. To be effective electronic communicators, students need training in understanding the electronic organizational hierarchy and electronic communication volume and costs; selecting the appropriate media; and evaluating message permanence, security, ownership, and privacy. Including targeted exercises in the business communication class can enhance students' understanding of e-mail.

Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance

2019 ◽  
Vol 82 (4) ◽  
pp. 440-457
Author(s):  
Thomas M. Cavanagh ◽  
Christopher Leeds ◽  
Janet M. Peters
Keyword(s):  
Communication Skills ◽  
Self Efficacy ◽  
Oral Communication ◽  
Business Communication ◽  
Vicarious Experience ◽  
Business Majors ◽  
Verbal Persuasion ◽  
Course Performance ◽  
Grade Point ◽  
Communication Course

In order for students to effectively transfer oral communication skills from academic to professional settings, they must have high oral communication self-efficacy. We significantly increased oral communication self-efficacy in a sample of 97 undergraduate business majors by incorporating enactive mastery, vicarious experience, verbal persuasion, and physiological arousal into a business communication course. Self-efficacy was positively and significantly correlated with course performance, and increases in self-efficacy were positively and significantly correlated with changes in overall grade point average. By targeting self-efficacy, instructors can improve students’ oral communication skills and help them transfer these skills from academic to professional settings.

How Male, Female, and Mixed-Gender Groups Regard Interaction and Leadership Differences in the Business Communication Course

2001 ◽  
Vol 64 (3) ◽  
pp. 43-58 ◽  
Author(s):  
Janet K. Winter ◽  
Joan C. Neal ◽  
Karen K. Waner
Keyword(s):  
Interpersonal Communication ◽  
Group Process ◽  
Business Communication ◽  
Communication Styles ◽  
Writing Assignments ◽  
Communication Course ◽  
Good Writing ◽  
Upper Level ◽  
Gender Groups ◽  
Leader Role

Research on leadership and teams suggests that men and women exhibit different leadership and interpersonal communication styles. A review of literature and a survey of students in upper-level business communication courses at Central Mis souri State University provide evidence for five strategies to assist students in deal ing with team-interaction situations: 1. Instruct students in techniques to avoid groupthink and to promote and handle competition 2. Offer students ideas on and methods for reaching agreement in a timely manner 3. Vary the subject of group writing assignments to allow each student to be per ceived as an expert 4. Encourage all students to be active participants in the group process 5. Emphasize the importance of good writing skills to both males and females Finally, further research is needed regarding the "natural leader" role, the role of competition in groups, and the effect of perceptions of tasks as either "feminine" or "masculine."

Trends in Industry Supervisors’ Feedback On Business Communication Internships

2009 ◽  
Vol 72 (3) ◽  
pp. 274-288 ◽  
Author(s):  
David Alan Sapp ◽  
Qin Zhang
Keyword(s):  
Empirical Study ◽  
Communication Skills ◽  
Writing Skills ◽  
Oral Communication ◽  
Private University ◽  
Business Communication ◽  
Student Interns

The purpose of this empirical study is to explore expectations of industry insiders and identify how student interns are performing in relation to those expectations as defined by 11 performance areas. The results of a survey of 238 industry supervisors were collected over a 5-year period in the departments of English and communication at a private university in the Northeast. While the results suggest that student interns tend to meet their supervisors’ expectations in many areas, performance categories such as initiative, writing skills, and oral communication skills require increased attention in the ways we prepare students for their internships and post-graduation employment and, perhaps, the ways we help onsite supervisors develop expectations for and evaluate our interns.

scholarly journals Perceptions of Chinhoyi University of Technology’s staff and students regarding the Communication Skills course

2018 ◽  
Vol 6 (03) ◽  
Author(s):  
Shadreck Nembaware
Keyword(s):  
Communication Skills ◽  
Curriculum Design ◽  
Holistic Approach ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Critical Thinking Skills ◽  
Cultural Literacy ◽  
Policy And Practice ◽  
University Curriculum ◽  
University Of Technology

This study explores the myriad of perceptions, perspectives, attitudes, approaches and conceptions about the module Communication Skills (CUACE101) which is a campus-wide compulsory course taught to all Chinhoyi University of Technology first year first semester (1.1) students. The motivating factor for this study has been an endless debate on the merits of the course to a university curriculum whose niche and mandate is predominantly technology-oriented, hence the need to establish the rationale for a communication course appropriately packaged to yield not only a fully qualified graduate but also a wholesome citizen whose harmonious combination of well-accentuated faculties fits them for an indelible impress on a career terrain tilted in the direction of twenty-first century global imperatives. The research thus motivates for a perceptive shift from a fragmented and compartmentalized view of a university graduate, embracing rather the merits of higher education’s systemic vision driven by a synthesis of multi-disciplinary curriculum design dynamics. Inspired by the Reconstructionist philosophy, this qualitative exploratory study yields a taxonomy of themes and trends by respondents from various disciplines at Chinhoyi University of Technology, necessitating a broad-based and holistic approach to university curriculum programming. The global currents have triggered a paradigm shift from the instruction of communication as a course in commonplace literacy fundamentals (reading, speaking and writing skills) to a more nuanced discipline that factors in a host of globalization-compliant dynamics like information literacy skills, critical thinking skills, people skills, cultural literacy, technopreneurial skills, communicative competence and corporate wisdom. The study deploys focus group discussions (for CUACE101 students) and CUT schools deans questionnaires, triangulating qualitative methods to establish key internal stakeholder perceptions on the campus-wide course (Communication Skills). The study’s findings map out a blue-print for influencing policy and practice in curriculum design, implementation and review

scholarly journals PROMOTION OF PRE-SCHOOLER INTELLECTUAL AND WRITING SKILLS WITH DRAWING ACTIVITIES

2015 ◽  
Vol 1 ◽  
pp. 589 ◽  
Author(s):  
Antra Randoha
Keyword(s):  
Communication Skills ◽  
Basic Education ◽  
Writing Skills ◽  
Self Esteem ◽  
Physical Development ◽  
Physical Activities ◽  
Literacy Skills ◽  
Child Cognition

During the pre-school years, development of balance among intellect, emotions and will is of a great significance. Features forming in child – communication skills and abilities, self-esteem, and speech – cannot develop without intellectual progress. Child, yet not knowing intellect, is willing to be active, study and research, i.e., to challenge own mind, and that takes place trough activities engaging body, objects and physical activities. Psychomotor maturity is one of the indicators of pre-schooler’s development; at this age this phenomenon requires specific attention. It is precondition essential for acquisition of drawing and literacy skills – knowledge irreplaceable when accessing basic education. Drawing facilitates intellectual, emotional, and physical development of child (cognition, feelings, perception, thinking, imagination, will, and emotions).

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