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

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.

Experiential Learning: A Course Design Process For Critical Thinking

2011 ◽  
Vol 4 (12) ◽  
pp. 1-12 ◽  
Author(s):  
Janet G. Hamilton ◽  
Joanne M. Klebba
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Design Process ◽  
Course Design ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Course Format ◽  
Selection Of

This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of experiential techniques within a course. Using these dimensions, the authors propose a course design process to systematically develop an experiential course format that aligns with instructor-specified content and critical thinking objectives. This process is relevant to educators interested in developing critical thinking skills and may serve to promote more effective student learning.

Using Consulting Projects to Teach Critical- Thinking Skills in Business Communication

1996 ◽  
Vol 59 (4) ◽  
pp. 77-87 ◽  
Author(s):  
Clive Muir
Keyword(s):  
Critical Thinking ◽  
Real World ◽  
Technical Communication ◽  
Business Communication ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Political Environment ◽  
Critical Approach ◽  
Teaching Business ◽  
Successful Communication

There is more to successful communication than learning the styles and proce dures often found in the traditional business communication syllabus. In this article, I discuss the benefits of using a critical-thinking approach to helping students to understand the complex social and political environment in which business communication is practiced. I explain how communication consult ing projects can be used to examine the context of organizational communica tion. Finally, I discuss the implications for teaching business and technical communication using a real-world, critical approach.

Teaching Toward the Telos of Critical Thinking: Genre in Business Communication

2017 ◽  
Vol 80 (4) ◽  
pp. 460-472
Author(s):  
Rebecca Morrison
Keyword(s):  
Critical Thinking ◽  
Business Communication ◽  
Thinking Skills ◽  
Genre Theory ◽  
Critical Thinking Skills ◽  
Common Definition ◽  
Definition Of ◽  
Theory Framework

The implementation of genre theory in the business communication classroom could lead to the cultivation of critical thinking skills in students. The lack of a common definition of critical thinking skills across academia and the workplace creates a difficult end goal to pursue; therefore, teachers should consider explicitly teaching to the outcome, or telos, of critical thinking through genre. This article examines a small corner of genre theory, identifies a genre theory framework for business communication, and discusses the implications of such a framework.

scholarly journals Aligning best practices to develop targeted critical thinking skills and habits

2017 ◽  
Vol 17 (3) ◽  
pp. 48-67 ◽  
Author(s):  
Ilea Eskildsen Heft ◽  
Lauren F V Scharff
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Student Performance ◽  
Teaching And Learning ◽  
Course Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Assessment Test ◽  
Upper Level ◽  
Critical Investigation

This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the development of a clearly articulated subset of skills identified by the Critical Thinking Assessment Test (CAT) as well as incorporated learning experiences designed to instill what we refer to as a “habit of critical investigation.” In this study, we tested the hypothesis that a single semester of an aligned course utilizing active learning and multiple opportunities for practice and feedback would: (a) increase the extent to which students agreed with the importance of questioning the credibility of claims across the semester, (b) increase the frequency at which students reported personally questioning the credibility of claims across the semester, (c) increase the number of students reporting investigation techniques consistent with critical investigation across the semester and (d) result in significantly greater student performance on the CAT questions that assessed the sub-skills practiced in the course when compared to the performance of a representative group of senior students at our institution. We observed substantial and significant gains in both the frequency at which students reported questioning claims and the degree to which their reported investigative actions were consistent with critical investigation. Furthermore, on the critical thinking sub-skills most aligned with what was practiced in the course, the experimental group significantly outperformed the comparison group.

scholarly journals From Narativity to Criticality: Developing EFL Learners’ Critical Thinking Skills through Short Narratives/Stories Reading

2016 ◽  
Vol 2 (1) ◽  
pp. 98 ◽  
Author(s):  
Ashkan Pashangzadeh ◽  
Moussa Ahmadian ◽  
Hooshang Yazdani
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Language Proficiency ◽  
Course Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Beings ◽  
Efl Learners ◽  
Learning And Teaching ◽  
The Difference

<p class="Default">Regarding the ever presence of narratives/stories in almost all aspects of human beings’ lives and the significance of Critical Thinking (CT) as an important factor in directing students to avenues of success in both educational and non-educational contexts, this study attempted to investigate the effectiveness of reading short narratives in EFL learners’ CT skills development. To this end, 59 undergraduate EFL learners majoring in English translation participated in the study. Taking into consideration the participants’ homogeneity in language proficiency and CT skills, 54 were finally selected and put into two experimental and control groups, namely, Narrative and Non-narrative groups, and 27 participants in each group. Short narrative and non-narrative (expository) texts, as elicitation tasks, were used for Narrative and Non-narrative groups respectively. Using a learner oriented approach, communicative reading strategies were incorporated into the course design for both groups. Statistical results, under the influence of 12 treatment sessions, indicated the out-performance of Narrative group, in comparison with Non-narrative one, from the pretest to the post-test (California Critical Thinking Skills Test, CCTST). Possible explanations for the difference in participants’ CT skills and potential pedagogical implications of the findings for language learning and teaching have been discussed.</p>

Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies

2002 ◽  
Vol 65 (4) ◽  
pp. 86-101 ◽  
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.

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.

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

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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