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.

scholarly journals ESP Need Analysis: A Study of English Language Learning of Business Students

2017 ◽  
Vol 8 (2) ◽  
pp. 623-626
Author(s):  
Anser Mahmood
Keyword(s):  
Language Learning ◽  
English Language ◽  
Business Students ◽  
Writing Skills ◽  
Business Communication ◽  
Language Training ◽  
Final Exam ◽  
Course Materials ◽  
Need Analysis ◽  
University Level

The present study explores the need and use of English language for business students at university level. For that purpose, pedagogical knowledge and existing curriculum has been analysed and also investigated the current needs of students lastly recommended end dealing with the learner requests regarding the connection circumstances and different obstructions. A questionnaire was administered containing 19 close ended items. This investigation persuaded by the understanding that "Needs investigation is neither one kind of language teaching nor inside the language training, however it will regularly have seen similar to the foundation of ESP and it leads to the engaged course" (Dudley-Evans & St John, 1998). It has been observed that most of the learners need to learn business communication and also such type of English in future for job profession. Basically most of the learners focus on writing skills which facilitate them in the final exam. They have least concerned with speaking skills in the classroom but face difficult when they have to communicate with their clients in practical life. The selected course materials or teacher must have to consult different courses such as text books CD and DVD and also use different materials for the training of people to get a job such as work form, samples and charts of the assignment and statement of course. 

scholarly journals Evaluating students’ perceptions of a scenario-situated business communication course

2019 ◽  
Author(s):  
Siriol Lewis
Keyword(s):  
Business Students ◽  
Business Communication ◽  
Constructivist Grounded Theory ◽  
Business English ◽  
School Students ◽  
Theoretical Concepts ◽  
Communication Course ◽  
Primary Finding ◽  
English Textbooks ◽  
Open Question

Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013).  Secondly, tasks in Business English textbooks tend not to bear much resemblance to those of a work environment (Bremner, 2010; Evans, 2013). This paper discusses an optional written business communication course open to international postgraduate business school students. Although the course is worth ten credits, it can only be used for a separate award, not part of their degree programme. The course focuses on the use of appropriate register, Business English vocabulary and intertextuality, as these features have been identified as pivotal to successful written business communication (Evans, 2013). A short questionnaire was distributed to the students towards the end of course to elicit their perceptions of the usefulness of the course. Consisting of two closed questions and one open question, data was then coded using constructivist grounded theory (Mills, Birks and Hoare, 2014), from which themes emerged providing valuable and unexpected feedback. The primary finding was that the course appeared to have alerted students to the importance of the business writing genre, resulting in an overwhelming request for more instruction.

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.

Looking Across the Divide: Analyzing Cross-Disciplinary Approaches for Teaching Business Communication

2010 ◽  
Vol 73 (3) ◽  
pp. 248-264 ◽  
Author(s):  
Nicole M. Laster ◽  
Travis L. Russ
Keyword(s):  
United States ◽  
Business Communication ◽  
The United States ◽  
Colleges And Universities ◽  
Instructional Approaches ◽  
Communication Education ◽  
Communication Course ◽  
Teaching Business

This study elucidates pedagogical differences and similarities between the ways in which instructors from business and communication disciplines teach the introductory business communication course. During the spring of 2008, the authors surveyed 444 instructors teaching this course at colleges and universities across the United States. Their findings highlight several cross-disciplinary commonalities and disparities. The article discusses potential implications for the complementary and contradictory instructional approaches and call for more cross-disciplinary uniformity in contemporary business communication education.

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.

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