Incorporating Reflective Practice Into Team Simulation Projects for Improved Learning Outcomes    

The use of simulation games in business courses is a popular method for providing undergraduate students with experiences similar to those they might encounter in the business world. As such, in 2003 we were pleased to find a classroom simulation tool that combined the decision-making and team experiences of a senior management group with a fun, realistic, and competitive plot: We selected the Business Strategy Game, an online simulation for use with the textbook Crafting and Executing Strategy: The Quest for Competitive Advantage. We then enhanced the student experience by blending the simulation game with reflective writing tools that help students recognize how team experiences and decisions ripple though an enterprise.

Wills, Katherine V. and Thomas A. Clerkin. Business Communication Quarterly (2009). Articles>Education>Business Communication>Case Studies

Structuring a Competency-Based Accounting Communication Course At the Graduate Level    

The authors describe a graduate capstone accounting class as a basis for building communication skills desired by both accounting practitioners and accounting faculty. An academic service-learning (ASL) component is included. Adopted as a required class for a master of science degree in accounting at two universities, this course supports accounting accreditation. Surveys offer evidence that both accounting practitioners and faculty rate, in slightly different order, the three most important skills as written communication, oral communication, and analytical/critical thinking. Accounting curricula worldwide are under pressure to develop better skills in these areas as well as to meet assessment and accreditation directives and criteria. The authors designed a communication course utilizing ASL that not only meets all of the above objectives but also provides the student with hands-on experiential learning. Information about this course provides a guide to accounting and business faculty who may wish to pursue such an approach in their schools.

Sharifi, Mohsen, Gary B. McCombs, Linda Lussy Fraser and Robert K. McCabe. Business Communication Quarterly (2009). Articles>Education>Financial>Business Communication

Business Communication Needs: A Multicultural Perspective  

How should we teach international business communication? What role can multiculturalism play in the business communication classroom? Can we identify a set of business communication requirements that are valid across different cultures? This article enters this discussion by presenting a small empirical study of the business communication needs expressed by postgraduate students in a North Cyprus university and comparing it to similar studies conducted in the United States and Singapore. The findings reveal some interesting correspondences between the needs expressed by students in these different countries. In addition, the multicultural environment of the North Cyprus university studied suggests that multicultural interaction increases students' sensitivity to the need for a nonethnocentric approach to international communication. The findings also indicate that respondents in multicultural settings may be more inclined to engage in groupthink because of their heightened awareness of cultural differences and their wish to avoid conflict.

Goby, Valerie Priscilla. Journal of Business and Technical Communication (2007). Articles>Education>Business Communication>International

Composition Studies, Professional Writing and Empirical Research: A Skeptical View    

This article builds upon the work of Richard Haswell's "NCTE/CCCC's Recent War on Scholarship" by providing an alternative framework for empirical inquiry based on principles of skepticism. It examines the literature relating to empirical research and argues that one of the issues at hand is the perceived link of empirical research to positivism, which clashes with the dominant social constructivist paradigm. It draws upon classical rhetoric and the work of radial empiricist William James to formulate an alternative framework for empirical research based on skeptical principles.

Driscoll, Dana Lynn. Journal of Technical Writing and Communication (2009). Articles>Education>Research>Business Communication

Consulting On Negotiation: Teaching Business Students Basic Techniques    

My experience as a consultant has provided a wealth of information and ideas that I often share with my college students. Perhaps the most important skill I have honed has been the ability to negotiate deals and contracts. No other factor has had such a direct impact on the success of my consulting business. The art of negotiation is understood by few people or regularly utilized, and yet most people negotiate several times a day. Each time a person buys a product or service, an internal as well as external negotiation occurs. We barter professionally, personally, and psychologically with little or no thought of improving this much-needed skill.

Layng, Jacqueline M. Business Communication Quarterly (2009). Articles>Education>Consulting>Business Communication

Best Practices in Preparing Students for Mock Interviews    

Studies have shown the importance of employment interview preparation in boosting the confidence and performance of students and jobseekers when they interview. This article reviews several techniques for preparing students for mock job interviews and, hence, actual job interviews.

Hansen, Katharine, Gary C. Oliphant, Becky J. Oliphant and Randall S. Hansen. Business Communication Quarterly (2009). Articles>Education>Interviewing>Business Communication

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned    

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from our consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing this article, we recognized that we used two distinct communication theories for consulting and then for relaying these experiences in teaching. First, we talked about the challenge of truly in-depth process consulting: determining with the client what they need, not simply what they want. This requires extensive uncertainty reduction theory--continuing to drill down until the true nature of the problem is revealed and further consulting can begin.

Barker, Randolph T. and Kim Gower. Business Communication Quarterly (2009). Articles>Education>Consulting>Business Communication

Trends in Industry Supervisors' Feedback On Business Communication Internships    

The purpose of this empirical study is to explore expectations of industry insiders and identify how student interns are performing in relation to those expectations as defined by 11 performance areas. The results of a survey of 238 industry supervisors were collected over a 5-year period in the departments of English and communication at a private university in the Northeast. While the results suggest that student interns tend to meet their supervisors' expectations in many areas, performance categories such as initiative, writing skills, and oral communication skills require increased attention in the ways we prepare students for their internships and post-graduation employment and, perhaps, the ways we help onsite supervisors develop expectations for and evaluate our interns.

Sapp, David Alan and Qin Zhang. Business Communication Quarterly (2009). Articles>Internships>Education>Business Communication

Economic Crises and Financial Disasters: The Role of Business Communication    

In the wake of global economic crisis, some of those responsible were summoned to testify under oath before Congressional committees to explain to the public what went wrong. What they said opened a window onto the thought processes and communication abilities of major business leaders. Many of them denied responsibility, failed to explain what occurred, and undermined their own credibility; as a result they were pilloried by Congress and the media. But how are these people connected to those of us who teach and do research in business communication? Unfortunately, these are our alumni, our former students.

Jameson, Daphne A. JBC (2009). Articles>Business Communication>Financial>Education

Contemporary Educational Psychology: Cognitive Processes in Complex Science Text and Diagrams    

Ainsworth’s (2006) DeFT framework posits that different representations may lead learners to use different strategies. We wanted to investigate whether students use different strategies, and more broadly, different cognitive activities in diagrams versus in running text. In order to do so, we collected think-aloud protocol and other measures from 91 beginning biology majors reading an 8-page passage from their own textbook which included 7 complex diagrams. We coded the protocols for a wide range of cognitive activities, including strategy use, inference, background knowledge, vocabulary, and word reading. Comparisons of verbalizations while reading running text vs. reading diagrams showed that high-level cognitive activities—inferences and high-level strategy use—were used a higher proportion of the time when comprehending diagrams compared to when reading text. However, in running text vs. diagrams participants used a wider range of different individual cognitive activities (e.g., more different types of inferences). Our results suggest that instructors might consider teaching students how to draw inferences in both text and diagrams. They also show an interesting paradox that warrants further research—students often skipped over or superficially skimmed diagrams, but when they did read the diagrams they engaged in more high-level cognitive activity.

Cromley, Jennifer G., Lindsey E. Snyder-Hogan and Ulana A. Luciw-Dubas. Contemporary Educational Psychology (2009). Articles>Education>Scientific Communication>Technical Illustration

Strategies for Training the Executive Spokesperson

CEOs and other executives often find themselves in the role of company spokesperson. More often than not, they have neither the background nor the proper training to be effective. As the communication professional responsible for media relations at your company, there are several things you can do to help prepare your executive for the interviews to come.

Sittu, Danielle. Communication World Bulletin (2009). Articles>Education>Business Communication>Public Relations

Teaching Spokespeople to Manage Risk

There is a significant risk of being quoted out of context during media interviews. This risk can fall anywhere along a spectrum that ranges from mild to severe. Mild risk occurs when the information included in a media story appears to be less than accurate. If you’ve ever heard a spokesperson complain that reporters never get it right, you’ve probably witnessed this type of risk firsthand. Severe risk occurs when a portion of what the spokesperson says is twisted or turned, then included in a story to deliberately fan the flames of a smoldering fire. If this occurs, an organization may need to exercise damage control, and there may be significant risk to its reputation.

Bergman, Eric. Communication World Bulletin (2009). Articles>Education>Public Relations>Risk Communication

Teaching the Facebook Generation 

Today, marketing students also need to know basic HTML, design software such as the Adobe Suite, how to run a Google adwords campaign, how to optimize a Web site for search engines, how to analyze Web analytics data, develop a keyword strategy, and manage e-mail marketing campaigns. A basic knowledge of how social media including sites such as Facebook, LinkedIn, Tumblr, and Twitter can be used to leverage a marketing message isn't optional—it's a requirement.

Young, Elaine. BusinessWeek (2009). Articles>Education>Business Communication>Social Networking