Student Attitudes Toward Written, Oral, and E-mail Communication

1997 ◽  
Vol 60 (2) ◽  
pp. 89-99 ◽  
Author(s):  
Patricia A. Merrier ◽  
Ruthann Dirks
Keyword(s):  
Student Attitudes ◽  
Oral Communication ◽  
Business Communication ◽  
E Mail

Business communication students at two midwestern universities were polled on the first day of the 1995 spring term to determine their (1) written com naunication assignment likes Idislikes; (2) oral communication assignment likes/dislikes; (3) experience using e-mail; and (4) attitudes toward written, oral, and e-mail communication. The 144 respondents viewed oral communi cation less positively than they did either written or e-mail communication. Significant differences were found among overall ratings for oral, written, and e-mail communication. In addition, students with prior e-mail experience gave significantly higher ratings to it and to oral communication than did those who had not used e-mail.

Writing and Other Communication Standards in Undergraduate Business Education: A Study of Current Program Requirements, Practices, and Trends

1999 ◽  
Vol 62 (1) ◽  
pp. 10-28 ◽  
Author(s):  
Melinda Knight
Keyword(s):  
Web Sites ◽  
Business Education ◽  
Liberal Arts ◽  
Business Schools ◽  
Oral Communication ◽  
Business Communication ◽  
Current Program ◽  
Lower Division ◽  
E Mail

A survey of 52 top-ranked undergraduate business schools suggests that profi ciency in written and oral communication is considered an important requirement for an undergraduate business degree. This conclusion derives from a study of offi cial Web sites, with follow-up verification by e-mail. All schools have writing and other communication ( primarily oral) standnrds in place; 50 have lower-division writing requirements, and 17 schools have other lower-division communication requirements ( primarily oral). A total of 36 schools have upper-division writing requirements, and 25 of those schools offer business communication courses through the business schools, and not through liberal arts divisions.

Résumé Writing in Russia and the Newly Independent States

2006 ◽  
Vol 69 (2) ◽  
pp. 128-143 ◽  
Author(s):  
Betsy Bowen ◽  
David Alan Sapp ◽  
Nelly Sargsyan
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Cultural Norms ◽  
Material Hardship ◽  
Business Writing ◽  
Historical Factors ◽  
Independent States ◽  
Newly Independent States

This article examines the teaching of résumé writing at one university in Russia and several institutions in the Newly Independent States (NIS). The authors explore challenges including variable cultural norms for written versus oral communication, severe financial and material hardship in the educational sector, cultural discomfort with the norms of U.S. business writing, issues related to the transition from Soviet-style socialism to Western-style capitalism, and other historical factors that shape expectations for business communication in Russia and the NIS. Recommendations to business writing and communication faculty conclude the article.

Multimedia Copyright Laws and Guidelines: Take the Test

1998 ◽  
Vol 61 (4) ◽  
pp. 32-39 ◽  
Author(s):  
Joseph V. Arn ◽  
Rebecca Gatlin ◽  
William Kordsmeier
Keyword(s):  
Business Communication ◽  
Average Grade ◽  
Multimedia Production ◽  
Copyright Laws ◽  
E Mail ◽  
Membership Directory

Increasing numbers of Association for Business Communication members are using multimedia as a form of instruction. Because copyright guidelines affecting multimedia production have only recently been established, policies are not well known. To determine if ABC members understand the guidelines, we created a questionnaire about specific instances of multimedia use and sent it via Internet e-mail to a sample chosen from the 1996 membership directory. Respondents received an average grade of "C," with most answering conservatively, assuming that copyright restrictions are more restrictive than they, in fact, are.

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.

scholarly journals LEARNING IN BUSINESS FOREIGN (RUSSIAN) LANGUAGE AT A TECHNICAL UNIVERSITY (ON THE EXAMPLE OF NRU MGSU)

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
E.L CHERKASHINA ◽  
Keyword(s):  
Oral Communication ◽  
Business Communication ◽  
Russian Language ◽  
Professional Communication ◽  
Master's Students ◽  
Technical Literature ◽  
Explanatory Note ◽  
Essential Components ◽  
Development Of Language ◽  
Language Competencies

Purpose: To acquaint with the methodology of teaching master's students Russian as a foreign language in the fields of business and professional communication; to substantiate the need to implement the "Scientific Speech" section into the course curriculum. Methods: both analytical and explanation methods, making it possible to analyze approaches to the study of the course "Foreign Business Language" by different researchers and methodologists, in order to consider and propose a new approach to teaching the course "Foreign Business Language". Results: The section "Scientific Speech" included into the course curriculum is relevant for foreign master’s students since it promotes development of language competencies (understanding of scientific and technical literature, solving professional problems in a foreign (Russian) language, implementation of written and oral communication for academic and professional interaction). Conclusions: The article notes that the course "Foreign Business Language" should include not only written forms of business communication, but also the scientific style. Professionally oriented texts with pre-text and post-text exercises facilitate the learning of the course curriculum and they are essential components for in-depth comprehension of the scientific style. Training in written forms of business communication is carried out by means of content of formal documents that are relevant in the framework of educational or scientific activities (e.g. order, certificate, memorandum and explanatory note, informational letter, accompanying letter, motivational letter and letter of gratitude).

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.

Face and cultural conceptualizations in German-Brazilian business exchanges

2020 ◽  
Vol 7 (1) ◽  
pp. 63-83
Author(s):  
Milene Mendes de Oliveira
Keyword(s):  
Theoretical Model ◽  
Empirical Investigation ◽  
Business Communication ◽  
Future Studies ◽  
First Order ◽  
Business People ◽  
Culturally Based ◽  
Business Negotiations ◽  
Image Schema ◽  
E Mail

Abstract Following up on recent calls for studies dealing with first-order understandings of face (Arundale 2013; Haugh 2013), this paper presents arguments in favor of an empirical investigation of cultural conceptualizations (Sharifian 2011) underlying these first-order (or emic) models. The arguments are based on the findings of a study on business communication in international contexts (Mendes de Oliveira 2020). The study comprises the analysis of (a) interviews with business people from different sectors and (b) a compilation of e-mails exchanged by Brazilian and German employees of a healthcare company. I focus specifically on conceptualizations of ‘respect in business negotiations’ (Mendes de Oliveira 2017) as well as on their pragmatic instantiations in e-mails. For instance, the recurrent image schema vertical splitting in the Brazilian interview excerpts on the topic of respect in business negotiations is shown to be pragmatically instantiated in terms of how participants acknowledge ‘hierarchy’ in their construals of face in e-mail interactions. The image schema horizontal splitting is shown to be related to how German participants construe ‘face’ as a transactional phenomenon in the e-mail exchanges. I conclude that cultural conceptualizations play an important role in the Brazilian and German emic models of face. Future studies can take the reflections presented in this paper into consideration in order to strengthen the arguments that favor the inclusion of culturally-based views on face into an overarching theoretical model of face (Arundale 2013).

scholarly journals An exploration of Deaf telecommunication processes and associated social issues in South Africa

2010 ◽  
Vol 45 ◽  
Author(s):  
Marisa Liebenberg ◽  
Hugo Lotriet
Keyword(s):  
South Africa ◽  
Social Communication ◽  
Social Issues ◽  
Instant Messaging ◽  
Public Awareness ◽  
Business Communication ◽  
Exploratory Investigation ◽  
Research Findings ◽  
E Mail ◽  
Successful Technology

This paper presents the results of an exploratory investigation into telecommunications practices and challenges among the Deaf in South Africa. Telecommunication products like cell phones, TTY’s, sMessage terminals, e-mail, fax messaging, instant messaging (IM) were some of the technologies investigated. The research shows that the Deaf considers IM as the most successful technology for both business and social communication. E-mail was rated most often used for business communication, where as e-mail and SMS were rated most used for social communication. The main drawbacks experienced by deaf users of telecommunications technologies related to connecting with and understanding of people. The research findings indicate that the Deaf would like to see heightened public awareness of deafness and its challenges in telecommunication.

scholarly journals Key Skills in Business Communication - Persuasion

2020 ◽  
Vol 13 (2) ◽  
pp. 37-50
Author(s):  
Elena Ciortescu
Keyword(s):  
Best Practices ◽  
Public Speaking ◽  
Business Students ◽  
Oral Communication ◽  
Business Communication ◽  
Attitudes And Beliefs ◽  
Persuasive Strategies ◽  
Key Skills ◽  
People’S Attitudes

While public speaking has been acknowledged as art due to the power it exerts in affecting people’s attitudes and beliefs, the relevance of the ability to persuade goes well beyond the area of oral communication. People need to persuade their peers on both personal and professional matters. Consequently, if we refer to the area we are particularly interested in, i.e. business, we may assume that persuasion is undoubtedly among the skills that students need to acquire in order to cope with the challenges which occur in various professional (and not only) contexts. Consequently, the aim of this paper is to explore the areas which require the use of persuasive strategies and to discuss the means by which business students could be enabled to acquire the ability to successfully use them. In the first part of the paper, the main theoretical aspects related to communication, business communication and persuasion will be discussed. In the second part of the paper, some strategies for developing persuasion skills among business students will be identified. Finally, conclusions on the best practices in dealing with persuasion in Business communication classes will be drawn.

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