scholarly journals Analyzing Writing Needs of MBA Students: A Case Study of IIUI

2019 ◽  
Vol IV (II) ◽  
pp. 329-336
Author(s):  
Lubna Umar ◽  
Umaima Kamran ◽  
Saira Maqbool
Keyword(s):  
Language Proficiency ◽  
Business Communication ◽  
Faculty Members ◽  
Needs Analysis ◽  
Business Organizations ◽  
Analysis Model ◽  
Communication Course ◽  
Mba Students ◽  
Proficiency Level

This research aims to analyze written skills of students enrolled in Business Communication course by conducting a Needs Analysis survey. While focusing on the necessities, lacks and wants of learners, the current language proficiency of students was matched with the target level needed in business organizations. For this purpose, a needs analysis based on the target situation needs analysis model provided by Hutchinson and Waters (1987) was conducted. Two questionnaires were designed to collect data from learners and prospective business employers. Moreover, faculty members were interviewed to get an enriched data. A quantitative data was qualitatively analyzed to reveal that needs analysis is a neglected aspect of curriculum development in Pakistan and that the needs of students are not considered. Moreover, the written skills are being focused, but the current proficiency level of the learners does not match the target situation needs.

scholarly journals Analyzing Writing Needs of MBA Students:A Case Study of IIUI

2019 ◽  
Vol IV (III) ◽  
pp. 382-389
Author(s):  
Lubna Umar ◽  
Umaima Kamran ◽  
Saira Maqbool
Keyword(s):  
Language Proficiency ◽  
Business Communication ◽  
Faculty Members ◽  
Needs Analysis ◽  
Business Organizations ◽  
Target Level ◽  
Analysis Model ◽  
Communication Course ◽  
Proficiency Level

This research aims to analyze written skills of students enrolled in Business Communication course by conducting a Needs Analysis survey. While focusing on the necessities, lacks and wants of learners, the current language proficiency of students was matched with the target level needed in business organizations. For this purpose, a needs analysis based on the target situation needs analysis model provided by Hutchinson and Waters (1987) was conducted. Two questionnaires were designed to collect data from learners and prospective business employers. Moreover, faculty members were interviewed to get an enriched data. A quantitative data was qualitatively analyzed to reveal that needs analysis is a neglected aspect of curriculum development in Pakistan and that the needs of students are not considered. Moreover, the written skills are being focused, but the current proficiency level of the learners does not match the target situation needs.

Teaching Large Sections of a Business Communication Course

2017 ◽  
Vol 80 (1) ◽  
pp. 114-129
Author(s):  
Carol Wright
Keyword(s):  
Student Learning ◽  
Business Communication ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Face To Face ◽  
Large Sections ◽  
Large Face

The purpose of this research is to examine specific examples of how business communication courses are delivered in large, face-to-face university classes to discover implications of these large courses. This case study reviewed four classes from two different midsized universities whose classes range from 48 to 300 students. Findings suggest that, when faced with the possibility of teaching more students, it is important to understand that pedagogical strategies may need to be adjusted to maintain student learning. These strategies include modifying the course to the lecture/lab structure, limiting the amount of writing, or allowing the instructor to teach fewer courses.

scholarly journals Harry Potter and the First Order of Business: Using Simulation to Teach Social Justice and Disability Ethics in Business Communication

2018 ◽  
Vol 81 (1) ◽  
pp. 85-99 ◽  
Author(s):  
Stephanie K. Wheeler
Keyword(s):  
Social Justice ◽  
Business Communication ◽  
Harry Potter ◽  
Professional Communication ◽  
Business Writing ◽  
Communication Course ◽  
Simulation Based ◽  
Excellent Work ◽  
Communication Pedagogy

Despite the excellent work by scholars who invite us to consider disability, social justice, and business and professional communication pedagogy, little attention has been given to what a disability- and social-justice-centered business and professional communication course might look like in design and implementation. This case study offers an example of a simulation based within the Harry Potter universe that emphasizes the ways disability advocacy and civic engagement manifest themselves in foundational business writing theories and practices. This simulation enabled students to engage with social justice issues by understanding access as an essential part of business and professional communication.

scholarly journals Needs Analysis Survey of MBA Students: A Case Study

2014 ◽  
Vol 9 (6) ◽  
Author(s):  
Indra Devi Subramaniam ◽  
Wan Fadzilah Wan Yusoff ◽  
Tanusia Arumugam
Keyword(s):  
Needs Analysis ◽  
Mba Students

scholarly journals Strategies and Difficulties of Understanding English Idioms: A Case Study of Saudi University EFL Students

2017 ◽  
Vol 7 (3) ◽  
pp. 70 ◽  
Author(s):  
Maha H. Alhaysony
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Proficiency Level ◽  
Idiomatic Expressions ◽  
English Major ◽  
Efl Students ◽  
Teaching Implications

This study aims to investigate difficulties face Saudi EFL students in learning and understanding English idioms, and examines the strategies they utilize to understand idioms. The subjects were 85 male and female Saudi English major university students at the Department of English in Aljouf University. Two data collection instruments, questionnaire, semi-structured interview were employed as well as the Nation’s Vocabulary Level Test to measure the students’ language proficiency level. The results showed that students have difficulty to understand idiomatic expressions. Moreover, the findings revealed that most frequently used strategies were guessing the meaning of idioms from context, predicting the meaning of idioms, and figuring out an idiom from an equivalent one in their mother language. Furthermore, the results illustrated that low-proficiency students face more difficulties than high-proficiency students, though the differences were not significant. The results also showed that, the greater the vocabulary knowledge, the greater the use of idiom-learning strategies, especially for idioms that require a wider knowledge in vocabulary. This study concludes with teaching implications and recommendation for further research in learning and understanding idiomatic expressions.

scholarly journals Communication Strategies Used by the Students on the Perspective of Language Proficiency

2018 ◽  
Vol 5 (5) ◽  
pp. 21
Author(s):  
Hanita Masithoh ◽  
Endang Fauziati ◽  
Slamet Supriyadi
Keyword(s):  
Language Proficiency ◽  
English Education ◽  
Communication Strategies ◽  
Real Life ◽  
Communication Strategy ◽  
Proficiency Level ◽  
Multiple Data ◽  
The People ◽  
Communication Activity

In today’s global environment, communication plays a crucial role since everyone cannot be separated with communication activity. Language is believed as a tool of communication. It provides the means to take the place in the society, to express and convey information, to learn about the people and the world around us. This qualitative case study is set to investigate the use of communication strategies on the perspective of language proficiency because the most significant predictor of specific communication strategy use is language proficiency. There are twelve students with high and low proficiency level as the subject of this study which is taken purposively. They are the second year students of English Education Department at one of the universities in Indonesia. In this study, the researcher used multiple data sources, namely observation, interview, and documentation. It is intended to address the research questions. The results showed that the students with high proficiency level used five (5) types and ten (10) sub-types of communication strategies. While the students with low proficiency level used four (4) types and nine (9) sub-types of communication strategies. It means that students with high proficiency level utilized more types and sub-types of communication strategies than the low proficient students did. The study provides valuable contribution in introducing communication strategies and raising students’ awareness to actually use English in real-life communication.

scholarly journals Communication Concepts in Action: Best Practices in Case Study Pedagogy in the Organizational Communication Course

2019 ◽  
Vol 2 ◽  
pp. 119-126 ◽  
Author(s):  
Andrea Meluch ◽  
Patricia Gettings,
Keyword(s):  
Best Practices ◽  
Organizational Communication ◽  
Case Studies ◽  
Faculty Members ◽  
Use Case ◽  
Self Directed Learning ◽  
Communication Course ◽  
Course Materials ◽  
Directed Learning

Analyzing case studies is a useful way to assist students in drawing connections between organizational communication concepts and real-world experiences. As faculty members who teach organizational communication, we regularly use case study pedagogy. Case study pedagogy provides a rich narrative through which complex organizational communication concepts can be identified, analyzed, and reflected upon. This article provides 10 best practices for utilizing and assessing case study pedagogy in the organizational communication course. These practices include: to make clear connections between case studies and course materials, scaffold learning, choose a mix of cases, cultivate a sense of community in the classroom, enable self-directed learning, vary assessment formats, welcome ambiguity, evaluate analyses and provide directed feedback, use varied case study formats, and encourage students to write case studies.

Challenges and Opportunities of Developing an ESP University Course without a Textbook – a multiple case study

2020 ◽  
Vol 7 (6) ◽  
pp. 56-68
Author(s):  
Anna ROMAGNUOLO
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Business Communication ◽  
Educational Setting ◽  
Communication Course ◽  
Challenges And Opportunities ◽  
Multiple Case ◽  
Pros And Cons ◽  
University Course

The growing demand for ESP courses, due not only to the use of English as a lingua franca in a globalized professional world but also to the relatively recent requirements of “internationalized” university degrees, has made the teaching of English for Special Purposes, with the areas and the language teaching approaches (EOP, EAP, EVP) it has come to include, increasingly reliant on the use of specialized EFL textbooks. However, the ESP books available in the market still might not cover all the non-linguistic specialized university disciplines, or they might be too costly and time-consuming for short, elective, and pass/fail EFL courses worth few ECTS credits.This paper will report on the author’s experience of teaching a University Business Communication course without the use of textbooks, and with significant resort to online free educational resources and “non-desktop” technologies, materials and tools, which have also been exploited to involve students in the preparation of flipped lessons and the creation of their own educational material. The course-specific features and students’ outcomes, especially in terms of competence and skill development, will be described with a brief analysis of the pros and cons of transforming a formal educational setting in an informal language learning experience.

scholarly journals Regional Business Education Issues: South Texas Employers And Faculty Rate Communication And Technology Skills

2005 ◽  
Vol 2 (5) ◽  
Author(s):  
Ashley Bennington
Keyword(s):  
Communication Skill ◽  
Oral Communication ◽  
Business Communication ◽  
South Texas ◽  
Faculty Members ◽  
Technology Skills ◽  
Communication Course ◽  
Regional University ◽  
Stakeholder Needs ◽  
Communication And Technology

Business communication courses teach written and oral communication skills with an emphasis on using technology. With a goal of meeting stakeholder needs, this study asks 221 South Texas employers and 212 faculty members of a regional university to rate employees’ and students’ communication skill competencies. The survey asked 12 questions—four about written competencies, five on verbal, and three on technology skills. Employers consistently rated employees higher than faculty rated students.  The ratings offer implications for the business communication course: Employers and faculty are satisfied with technology skills, but basic grammar and punctuation need improvement.

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