The increased demand for Internet courses, especially in schools of business, has raised questions about instructional interaction and teacher-student immediacy, which online courses may lack. Because current research suggests immediacy behaviors may indeed be present, we developed a strategy for measuring immediacy in an online MBA course and related the results to student grades on final team projects in the course. Learner-to-learner, noncontent-related statements showed minimal affective behavior, but that lack did not have a negative effect on grades. The study suggests that students do not automatically provide supportive feedback, compliment each other, and express appreciation or agreement unless the instructor builds a learning community and transfers interactive roles to the students themselves.

This study compares the annual report letters written by the CEOs of 30 U.S.-based companies and 24 Latin American-based companies listed on the New York Stock Exchange. Using a grounded theory approach, the authors thematically analyzed both sets of letters to ascertain common topics, stylistic (writing) features, and embedded cultural attributes. They found that although both sets of letters share much regulatory and financial information, the Latin American letters are characterized by a richer mix of topics, a more complex writing style, and evidence of cultural dimensions as conceptualized by the research of scholars such as Geert Hofstede and Edward T. Hall. Their work is founded on the belief that corporate documents exist to communicate more than factual information to their constituencies. Rather, the purpose of corporate writers is to influence public opinion and attitudes, particularly among potential investors, in ways that create support for organizational practices or undermine opposition to them.

Our paper addresses the development of the gamification concept with business applications. We report on our survey of customers and managers seeking to participate in gamification on their websites. We examined both customer and manager perspectives and compare survey results in terms of service marketing and characteristics of consumers who engage with gamification platforms. Our data supported a design theory delineating four key characteristics in gamification platforms that attract consumers toward an enterprise’s website. Those features attract individuals through (1) Progress Paths, (2) Feedback and Reward, (3) Social Connection, and (4) Attractiveness of the site. Results from the managers’ survey reflected key characteristics that must exist for implementation of a gamification platform. The data revealed a particular demographic profile of a gamification individual drawn to a website. These findings may help company managers who wish to adopt a gamification platform in the future.Electronic supplementary materialThe online version of this article (doi:10.1186/2193-1801-3-653) contains supplementary material, which is available to authorized users.

This article reports on the communication strategies that sports shoe giant Nike used to successfully protect its corporate social responsibility (CSR) reputation during the late 1990s. The article opens with a brief discussion of CSR and its critical importance to transnationals such as Nike. The opening also includes four research questions guiding this study. The article then discusses why frame analysis offers such a potentially rich approach to analyzing public relations controversies like this one. The Analysis section of the article examines how an anti-Nike coalition initially succeeded in imposing negative frames on two CSR issues and how this framing generated highly negative media coverage. The remainder of this section provides a detailed commentary on eight Web texts from Nikebiz. com and how the framing strategy behind these texts enabled the company ultimately to defend, even to enhance its CSR reputation.

Since 1976, the American Assembly of Collegiate Schools of Business (AACSB) has encouraged business schools to include ethics in their curricula. Because lan guage is the means for conveying values, including ethical values, business com munication faculty play an important role in deciding what should be taught, and how. But until very recently, most researchers failed to look specifically at actual practices and perceptions in the workplace. To address that need, we conducted a survey of 250 business leaders concerning their ethical preferences and compared our results with an earlier study of business faculty and students. The survey, adapted from one used in the Arthur Andersen Business Ethics Program, consists of 20 narratives which presented respondents with the need to judge the impor tance of certain issues and their approval or disapproval of the action or decision described. We found no significant differences in responses to the 14 items which addressed ethical issues in such areas as creating health and environmental risks, taking credit when credit is not due, focusing on disability issues, deceiving cus tomers with products and services, and using insider information to gain personal advantage. We did find significant differences in responses to six narratives focused on ignoring wrongdoing in the workplace, doing special favors for others to gain personal advantage, and covering up flaws in merchandise or operations. Our results, and the survey instrument itself, provide useful tools for the business com munication classroom.