Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies

2002 ◽  
Vol 65 (4) ◽  
pp. 86-101 ◽  
Author(s):  
Elise J. Dallimore ◽  
Tasha J. Souza
Keyword(s):  
College Graduates ◽  
Course Design ◽  
Business Communication ◽  
Research Assessment ◽  
Academic Needs ◽  
Theoretical Frameworks ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Organizational Interventions ◽  
Instructional Frameworks

Educators need to be more proactive in expanding course offerings to respond to the academic needs of university students. Draum by excellent pay and prospects of gaining valuable experience, more college graduates are pursuing employment in consulting. With consulting skills growing in importance for many of our students in the 21st century, business communication scholars are particularly well posi tioned to help students develop these requisite skills and knowledge. Offering a course dedicated to the topic of consulting, or including consulting experience in a standard business communication course prepares students for engaging in consult ing activities, including research, assessment, training and development, facilita tion, and evaluation. Our course foregrounds instructional frameworks and serv ice learning to assist students in systematically assessing organizational problems and designing and implementing organizational interventions.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

scholarly journals RHETORICAL ANALYSIS AT THE SERVICE OF BUSINESS COMMUNICATION: GENDER-BASED DIFFERENCES IN STUDENTS' PERCEPTION OF THE SPEAKER

2022 ◽  
pp. 693
Author(s):  
Zdravka Biočina ◽  
Ivanka Rajh
Keyword(s):  
Course Design ◽  
Rhetorical Criticism ◽  
Rhetorical Analysis ◽  
Business Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Communication Course ◽  
Climate Action ◽  
Perception Of Quality ◽  
Gender Based

The paper points out the benefits of rhetorical analysis and rhetorical criticism in developing business communication skills. At Zagreb School of Economics and Management, both the American and the European approach to business communication have been combined, with LSP courses taught in the first year and business communication and rhetoric courses taught in the second year. An experiment was conducted on a sample of 99 students, including 57 female and 42 male participants, who were asked to assess the teenage activist Greta Thunberg and her speech at the UN Climate Action Summit in 2019. The research focused on the role of the gender in perception of quality, attractiveness of the speech, the use of ethos, pathos and logos, persuasiveness and the influence potential. The results showed that male students gave lower grades to Greta and her speech, unlike the female students, who would also be more willing to change their behavior as the result of listening to Greta’s speech. Nevertheless, these differences were statistically significant only for a limited number of questions. The potential gender bias to speakers should be addressed in the rhetoric and business communication course design. Exposing students to a diverse set of speakers increases their critical thinking skills, ensuring higher objectivity and bias-free assessment of speakers including their peers.

Competing Values Framework as Decoding Tool: Signature Pedagogy in Teaching Business Communication

2021 ◽  
Vol 84 (1) ◽  
pp. 60-84
Author(s):  
Hoi-Yi Katy Kan ◽  
Norhayati Ismail
Keyword(s):  
Course Design ◽  
Business Communication ◽  
Higher Learning ◽  
Competing Values Framework ◽  
Competing Values ◽  
Pedagogical Approach ◽  
Communication Course ◽  
Signature Pedagogy ◽  
Teaching Business ◽  
Robust Framework

This article explicates the operationalization of a theoretically robust framework in the teaching of business communication at an institute of higher learning. This article reimagines the design of a business communication course that focuses on the coalescence of both decoding and encoding processes of messages as a unified pedagogical approach in teaching business communication. This approach is in contrast with more conventional approaches in designing communication courses, which tend to prioritize one process over the other. Participants in the study acknowledged the instrumentality in the course design in promoting communicative values with real-world impact.

scholarly journals Designing an online business communication course in English by responding to student needs through an evidence-based approach

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prithvi N. Shrestha
Keyword(s):  
Course Design ◽  
Business Management ◽  
Business Communication ◽  
Course Evaluation ◽  
Needs Analysis ◽  
Evidence Based ◽  
Student Needs ◽  
Communication Course ◽  
Online Business ◽  
Management Students

Abstract Communication skills are essential for the employability and academic success of business graduates. These skills are either embedded in undergraduate business management courses or taught in a separate course. Designing an English communication course for business management students is reported widely in the literature. However, research on such courses for distance education is scarce despite their increasing demand for distance courses due to an increasing globalisation of higher education and workplaces. This paper reports on the evidence-based design of an award-winning online business communication course in English which responded to changing needs of distance business management students at The Open University, UK. It draws on student needs analysis data (student surveys, online forum posts, industry skills survey reports and a content analysis of business management courses and assignments) and course evaluation surveys to investigate how the online course addressed student needs in terms of course content, teaching and learning and assessment. It argues that student needs analysis is paramount for any new course design and online delivery because the success of a course relies on meeting student needs. The paper has implications for business communication course design and business communication teachers.

Multimedia as a Teaching Tool in Business Communication Course Delivery

1997 ◽  
Vol 60 (2) ◽  
pp. 51-66 ◽  
Author(s):  
David Liu ◽  
Linda Beamer
Keyword(s):  
Software Design ◽  
Business Communication ◽  
Course Delivery ◽  
Teaching Tool ◽  
Multimedia Software ◽  
Communication Course ◽  
Course Content ◽  
Communication Program ◽  
Design Program ◽  
Time Required

The two authors created a multimedia intercultural business communication program. Multimedia is an effective instructional tool because of its ability to capture the attention of the learner and offer interactivity so the learner con trols the learning process. An appeal is made to the learner's imagination. Two constraints are the computer requirements to operate it and the length of time required to learn a multimedia software design program. The course content is described and the seven steps in developing the multimedia hypertext are detailed. The authors recommend the process with advice about what charac teristics the authors of multimedia programs need to develop.

Blended Course Design

2015 ◽  
pp. 488-512
Author(s):  
Patricia McGee
Keyword(s):  
Course Design ◽  
Delivery Mode ◽  
Pedagogical Strategies ◽  
Effective Strategies ◽  
Classroom Activities ◽  
Interpretive Analysis ◽  
Blended Courses ◽  
Education Coursework ◽  
Hybrid Course Design ◽  
Blended Course

Blended or hybrid course design is generally considered to involve a combination of online and classroom activities. However defining blended courses solely based on delivery mode suggests there is nothing more to a blended course than where students meet and how they use technology. Ultimately there is a risk that blended courses defined in this way will not utilize effective strategies that have proven to improve learning for students. This study investigates pedagogical strategies or designs that have reported success in higher education coursework as published in articles that address blended pedagogy. A qualitative meta-interpretive analysis identified eight themes: definitions of blended design, meetings for the learner, online priority, technology with a purpose, focused e-interactions, active learning, distribution of time, pedagogical chunking, and outliers and omissions.

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