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.

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.

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."

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.

A Graduate Communication Course for an Era of Global Commerce: A Case Study

1995 ◽  
Vol 58 (2) ◽  
pp. 32-39
Author(s):  
John J. Cronin
Keyword(s):  
Business Students ◽  
Diagnostic Assessment ◽  
Communication Course ◽  
Course Content ◽  
Global Commerce ◽  
Activity Measures ◽  
Center Activity ◽  
Graduate Business Students ◽  
Skill Building

This article describes the development of a communication course for graduate business students that recognizes the emergence of global commerce using high-technology communication, while not ignoring fundamental skills. A "diagnostic assessment center" activity measures student abilities at the start of the course and again at the end. Oral and written skill-building and instruction in technologi cally mediated and intercultural communication are features of the course. The course was offered on an experi mental basis, and student progress and reactions to the course were carefully monitored. I explain the rationale behind the course content, evaluate the results, and offer advice to other schools designing such a course.

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.

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