Messy Problems and Lay Audiences: Teaching Critical Thinking Within the Finance Curriculum    

This article investigates the critical thinking difficulties of finance majors when asked to address ill-structured finance problems. The authors build on previous research in which they asked students to analyze an ill-structured investment problem and recommend a course of action. The results revealed numerous critical thinking weaknesses, including a failure to address the client's problem, use analytical tools systematically, construct rhetorically useful graphics, or translate finance concepts and methodologies into lay language. The present research aims to understand more deeply why students struggle with ill-structured problems. Using think-aloud protocols, audiotaped interviews, and other strategies, the authors explore causes of finance students' difficulties and suggest strategies for addressing them. The results suggest that the homework tasks typically given them, such as quantitative problem sets using algorithmic procedures, do not prepare them to confront ill-structured problems requiring disciplinary arguments aimed at specified audiences. Research further suggests that teaching audience adaptation--especially for nonexpert audiences--is helpful in promoting critical thinking.

Carrithers, David, Teresa Ling and John C. Bean. Business Communication Quarterly (2008). Articles>Education>Financial>Business Communication

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

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