After September 11, 2001 (9/11), the United States immediately embarked upon a new way of life, or, as the media describes it, a "new normalcy" (Chura, 2002;Stark, 2002). Throughout Corporate America, managers had to instantaneously re-group, re-strategize, and re-tool their internal and external communication plans. The terrorist attacks on the United States created a crisis in the tourism industry, and have proved challenging even to experienced managers of corporate communication.This investigation examines the post-crisis communication efforts among convention and visitors bureaus (CVB) managers responsible for promoting travel to their destinations. Two theoretical underpinnings serve as the framework for the study: crisis communication theory and strategic communication management. The study examined the tools tourism managers use to promote travel to their destination, how they have redesigned their promotional messages, and how they have redirected their target market focus in the wake of 9/11. Further, this research investigates how the tools used (advertising, tourism marketing, public relations, new media) serve as predictors for redesigning promotional messages and redirecting target markets.

The 11th September terrorist attacks on the USA have greatly impacted on the tourism industry, causing managers to restrategise their communication programmes. This national investigation illustrates the increasing role of public relations as a crisis management function. The study sought to determine if public relations activities are increasing and advertising activities are decreasing among tourism managers in the wake of 9/11. Examined within a crisis communication framework, the situational theory developed by Grunig served as the theoretical underpinning for the study. In particular, the study examines how messages are being restructured, primary publics are being refocused and communication tactics (channels) are being retooled among convention and visitors’ bureau (CVB) managers (destination organisation managers). Employing a web-based survey to randomly selected CVB communication managers throughout the USA, findings indicate that since the attacks use of public relations tactics for promotional purposes has increased while use of advertising tactics has decreased. Additionally, more than one-quarter of the tourism managers have redirected their primary public focus and nearly half have redesigned their promotional messages to support revamped organisational objectives.

Given the expanding globalized workforce, business educators continue to seek new ways to prepare students for intercultural encounters. Although immersion in other cultures is the optimal strategy, this method is not always feasible. As such, educators seek other mechanisms to simulate intercultural experiences. This study examines emotional intelligence as a predictor of intercultural communication apprehension among university students ( N = 425). Results indicate that three of the emotional intelligence subscales predict intercultural communication apprehension: emotionality, sociability, and self-control. These results support the premise that emotional intelligence manages and/or reduces intercultural communication apprehension and therefore should be integrated in business curriculum.

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This study expands our understanding of the mature market by investigating the importance of nine personal values and the usefulness of 19 media sources in a travel context. Findings from a survey of 235 travelers are reported. Results suggest that the three dominant values are Self-Respect, Warm Relations with Others, and Security. The most useful media sources include recommendations from family/friends, feature stories in mass media, and quasi-governmental outlets. Implications for marketing professionals and future research are offered. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678. E-mail address: Website:

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The age composition of a university or college classroom is much different than it was in the past. No longer is a classroom dominated by traditionally aged college students. According to the National Center for Education Statistics (NCES), adult student enrollments increased 114 percent between 1970 and 1985 (1989). A recent 1999 report by NCES indicates approximately 90 million students over the age of 25 are presently enrolled in some form of adult education classes. This figure represents 46 percent of American adults. Of this total, 23 percent are enrolled in personal development courses while another 25 percent are enrolled in work-related classes (McMaster, 2000). According to NCES (1999), during the period of 1995 to 2000, the number of students in the over-25 age category enrolled full-time in institutions of higher education has increased approximately from 61 million to 63.5 million (up 2.5%). And en-rollment among this population is projected to increase to nearly 65 million by 2007 (NCES, 1999. These data illustrate that adult students are becoming a more common population on college campuses. This age shift poses implications for educators, many of whom have been accustomed to teaching in settings dominated by 18-22-year-old students. While many of these non-traditionally aged students are required by their employers to earn extended degrees in order to qualify for raises and promotions, others are merely seeking more knowledge to quench their inquisitive thirst.This study is designed within the theoretical framework of andragogy, the art and science of helping adults learn (Knowles, 1980, p. 43). As Knowles posits, adult students have varying needs; further, they desire information they can readily use in their occupations. The intention of the descriptive research is to examine a three-weekend Fall

For more than 30 years, instructors have relied on instructional immediacy to inspire motivation for learning in students. However, the introduction of online classes has eliminated the utility of many of the previously used cues of instructional immediacy. Previous studies in instructional immediacy displayed through computer-mediated communication (CMC) have made the assumption that verbal displays of instructional immediacy are still perceived as immediate when displayed through CMC. This study first explores the role of instructional communication in the online classroom by validating findings of previous research that instructional immediacy is positively related to student learning by measuring instructional immediacy though indicators that are unique to CMC. Second, this study compares the effectiveness of computer-mediated instructional immediacy and motivation between graduate and undergraduate students. Finally, the predictive power of student motivation and instructional communication are examined in relation to learning loss in the online classroom. The findings of this study imply that, although computer-mediated instructional immediacy has a more substantively significant effect on undergraduate students than graduate students, instructional communication plays a strong role in learning outcomes in the online environment.