This study elucidates pedagogical differences and similarities between the ways in which instructors from business and communication disciplines teach the introductory business communication course. During the spring of 2008, the authors surveyed 444 instructors teaching this course at colleges and universities across the United States. Their findings highlight several cross-disciplinary commonalities and disparities. The article discusses potential implications for the complementary and contradictory instructional approaches and call for more cross-disciplinary uniformity in contemporary business communication education.
Implementers need to decide the degree to which to preview the challenges and possible downsides of a change process. Scant research has explored the announcement of planned change—especially regarding the previewing of potential painful or stressful effects of the process. This study uses a pen-and-paper experimental method with a sample of 218 working adults to examine the extent to which acknowledging potentially negative aspects of change in announcements heightens perceptions of honesty and trustworthiness of implementers. Also, we sought to explore the effects of these negative previews on initial favorability toward changes and on stakeholders’ subsequent communication targets and purposes for communication. We found that previews of possible negatives did not increase initial favorability or judgments of credibility of implementers. We found high-risk change creates a challenging context. Future research needs to consider whether refutational messages are necessary for high-risk change announcements.
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