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

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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Can We Succeed in Teaching Business Students to Write Effectively?

Business Communication Quarterly ◽

10.1177/1080569906291080 ◽

2006 ◽

Vol 69 (3) ◽

pp. 257-263 ◽

Cited By ~ 11

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.

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Designing a Problem-Based Learning Environment for ESL Students in Business Communication

Business Communication Quarterly ◽

10.1177/108056999806100207 ◽

1998 ◽

Vol 61 (2) ◽

pp. 48-56 ◽

Cited By ~ 13

Author(s):

Roberta Allen ◽

Pam Rooney

Keyword(s):

Problem Solving ◽

Learning Environment ◽

Business Communication ◽

Cross Cultural ◽

Cultural Work ◽

Esl Students ◽

Pedagogical Approach ◽

Communication Course ◽

English Speaking ◽

Upper Level

As the population of students speaking English as a second language increases, our business communication courses have required changes in both content and pedagogical approach. We have taught writing, speaking, and lis teningfrom a problem-solving perspective for many years and now find its emphasis on critical thinking poses different challenges for the ESL students in our courses. Consequently, we have designed a problem-based course struc ture for an upper-level business communication course that allows both ESL and native English-speaking students the opportunity to improve communica tion abilities in cross-cultural work groups.

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

Journal of Teaching English for Specific and Academic Purposes ◽

10.22190/jtesap2104693b ◽

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.

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

Business Communication Quarterly ◽

10.1177/1080569910376474 ◽

2010 ◽

Vol 73 (3) ◽

pp. 248-264 ◽

Cited By ~ 15

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.

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Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies

Business Communication Quarterly ◽

10.1177/108056990206500408 ◽

2002 ◽

Vol 65 (4) ◽

pp. 86-101 ◽

Cited By ~ 7

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.

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Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course

Business and Professional Communication Quarterly ◽

10.1177/2329490619833173 ◽

2019 ◽

Vol 82 (3) ◽

pp. 357-369 ◽

Cited By ~ 3

Author(s):

Benjamin Garner ◽

Mark Chan

Keyword(s):

Learning Outcomes ◽

Student Perceptions ◽

Student Outcomes ◽

Flipped Classroom ◽

Teaching Method ◽

Business Communication ◽

Higher Learning ◽

Traditional Lecture ◽

Communication Course ◽

Written Assignments

Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.

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

Journal of China Computer-Assisted Language Learning ◽

10.1515/jccall-2021-2003 ◽

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.

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