Teaching Business Communication Skills: A Clarion Call

2018 ◽  
Author(s):  
John Sekar Jeyaraj
Keyword(s):  
Communication Skills ◽  
Business Communication ◽  
Teaching Business

scholarly journals Mission (im)possible: developing students’ international online business communication skills through virtual teamwork

2020 ◽  
pp. 69-79
Author(s):  
Rita Koris ◽  
Jean-François Vuylsteke
Keyword(s):  
Virtual Teams ◽  
Communication Skills ◽  
Business Communication ◽  
Job Interview ◽  
Constructive Feedback ◽  
Virtual Teamwork ◽  
Design And Implementation ◽  
Teaching Business ◽  
Online Business

This case study outlines an example of cooperative online learning for teaching business communication skills at a Hungarian and a Belgian university. During this eight week long Erasmus+ Virtual Exchange (E+VE) project, students collaborated online in virtual teams on a weekly basis to complete the following main missions: (1) giving constructive feedback; (2) creating an elevator pitch; (3) promoting themselves by creating a digital CV; (4) preparing for a job interview; and (5) participating in a real online job interview with a professional recruiter. Not only does this case study describe the planning, design, and implementation of the project from a pedagogical perspective, but it also details its challenges and outcomes.

Integrating Business Communication Skills into a Buyer-Behavior Course Project

1995 ◽  
Vol 58 (1) ◽  
pp. 16-19
Author(s):  
Alan P. Wunsch ◽  
Chuck Tomkovick
Keyword(s):  
Communication Skills ◽  
Team Teaching ◽  
Business Communication ◽  
Buyer Behavior ◽  
Electronic Communications ◽  
Business Courses ◽  
Entry Level ◽  
Hiring Criteria ◽  
Marketing Educators

Marketing educators have long recognized the need for strengthening their students' business communication skills. Recruiters routinely consider superior communica tions skills as essential hiring criteria when filling entry- level marketing positions. Additionally, marketing students consistently rate communication-intensive business courses as among those most helpful to them in preparing for their business careers. This paper discusses an undergraduate buyer-behavior course project targeted at improving stu dents' business communication skills through a team- teaching project. The paper highlights the value of integrating written, oral, and electronic communications pedagogy with buyer-behavior course instruction and then outlines the project from a "how-to-do-it" perspective.

Do Interns Know What They Think They Know? Assessing Business Communication Skills in Interns and Recent Graduates

2019 ◽  
Vol 82 (2) ◽  
pp. 202-213 ◽  
Author(s):  
Stephanie G. Schartel Dunn ◽  
Peggy L. Lane
Keyword(s):  
Communication Skills ◽  
Interpersonal Skills ◽  
Business Schools ◽  
Business Communication ◽  
Business Curriculum ◽  
Perceived Importance ◽  
Recent Graduates

This article extends a dialogue regarding how (and what) communication skills are stressed within business schools, which should be regularly examined and updated. Specifically, this article addresses which skills interns and employers perceive as important. Results indicate that interns and their supervisors have similar perceptions of which communication skills are most important. Furthermore, emphasis placed on communication skills in the business curriculum did not necessarily translate to perceived importance by the interns. Skills employers perceived to be important were compared with adequacy of interns’ skills. Writing, proofreading, interpersonal skills with customers, and listening were among the skills interns lacked.

Of Changing Needs and Mismatched Expectations: Teaching Business Communication in Indian Business Schools

2020 ◽  
Vol 15 (3) ◽  
pp. 354-374
Author(s):  
Madhusri Shrivastava
Keyword(s):  
Language Use ◽  
Business Communication ◽  
Exploratory Research ◽  
Executive Management ◽  
Teaching Business ◽  
Functional Aspects ◽  
Present Generation ◽  
Grammatical Accuracy ◽  
Everyday Realities ◽  
Management Students

The exploratory research uses the framework of Communication Studies and Sociology to demonstrate how restructuring of social hierarchies impacts language use in the Business Communication class of an Indian management institute. The study examines how dominant communication practices are being subverted by issues of identity, power, privilege, sociopolitical forces and technological transformation. It suggests that instructors teaching Business Communication may benefit by aligning their pedagogy to the sensibilities of the present generation of management students. The paper is premised on the interpretivist belief that meanings and identities are socially constructed through respondents’ engagement with everyday realities. Twenty-two in-depth personal interviews were conducted with participants of the postgraduate programme in management and instructors of Business Communication. Further, a questionnaire was administered to 51 participants of an executive management programme to understand attitudes towards language use at the workplace. The responses indicate that a variant of indigenised English appears to be acquiring legitimacy amongst young professionals, while instructors continue to emphasise grammatical accuracy, blindsided by their training in language and literature. Therefore, to cater to the next generation of managers, instructors may have to shed their bias against non-formal expressions in English, and consider focusing on the functional aspects more important for intra-national purposes.

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