Looking Across the Divide: Analyzing Cross-Disciplinary Approaches for Teaching Business Communication

Laster, Nicole; Russ, Travis L.

doi:10.1177/1080569910376474

Cited by 21 publications

(22 citation statements)

References 29 publications

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“…Instructors who do not include telephone skills may want to consider its implementation or re-introduction. (Laster & Russ, 2010), this cross training could help ensure that similar courses are taught consistently across departments. Students would also benefit from the best possible formula of a business communication classroom experience, and employers would benefit by having students who have been exposed to high quality instruction with a multimodal communication approach.…”

Section: The Role Of Public Speaking In Business Communicationmentioning

confidence: 99%

Business Communication Practices From Employers’ Perspectives

Coffelt

Baker

Corey

2016

Business and Professional Communication Quarterly

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This study investigates the meaning of communication skills from employers' perspectives. Students enrolled in a business communication course were asked to contact potential employers in their fields of interest, requesting information about important communication skills in those fields. Using content analysis, two coders familiar with business communication analyzed 52 of the resulting open-ended responses. The analysis of 165 skills suggests employers recall oral communication more frequently than written, visual, or electronic communication skills. Of oral communication subskills, interpersonal communication was mentioned more than other workplace communication skills.

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Section: The Role Of Public Speaking In Business Communicationmentioning

confidence: 99%

Business Communication Practices From Employers’ Perspectives

Coffelt

Baker

Corey

2016

Business and Professional Communication Quarterly

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“…It is time ‘to shift their focus from primarily subject discipline to application … to respond to the need of client organisations which themselves are subject to such changes’ (Dayal, 2002, p. 99). A way forward is to focus on new workplace technologies that have revolutionised communication (Laster & Russ, 2010). Further, in keeping with technological development.…”

Section: Resultsmentioning

confidence: 99%

Of Changing Needs and Mismatched Expectations: Teaching Business Communication in Indian Business Schools

Shrivastava

2020

Journal of Creative Communications

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The exploratory research uses the framework of Communication Studies and Sociology to demonstrate how restructuring of social hierarchies impacts language use in the Business Communication class of an Indian management institute. The study examines how dominant communication practices are being subverted by issues of identity, power, privilege, sociopolitical forces and technological transformation. It suggests that instructors teaching Business Communication may benefit by aligning their pedagogy to the sensibilities of the present generation of management students. The paper is premised on the interpretivist belief that meanings and identities are socially constructed through respondents’ engagement with everyday realities. Twenty-two in-depth personal interviews were conducted with participants of the postgraduate programme in management and instructors of Business Communication. Further, a questionnaire was administered to 51 participants of an executive management programme to understand attitudes towards language use at the workplace. The responses indicate that a variant of indigenised English appears to be acquiring legitimacy amongst young professionals, while instructors continue to emphasise grammatical accuracy, blindsided by their training in language and literature. Therefore, to cater to the next generation of managers, instructors may have to shed their bias against non-formal expressions in English, and consider focusing on the functional aspects more important for intra-national purposes.

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“…Because we know little about where business communication graduate education is conducted, we also know little about the current content of that graduate education. This lack stands in stark contrast with knowledge of undergraduate education, which is a common topic in business communication research (Chang, Park, & Cho, 2018;Laster & Russ, 2010;Russ, 2009). Only one proposal for doctoral education in business communication exists (Wunsch, 1978).…”

Section: Introductionmentioning

confidence: 99%

“…Only four master's programs include the phrase business communication, and no doctoral programs include the phrase in their names. Master's programs, doctoral programs, postdoctoral positions, and certificates supporting business communication study exist in fields such as communication and English; these spaces may or may not include the phrase business communication in their names (Laster & Russ, 2010;Rainey, 1999;Russ, 2009; The Regents of the University of California, 2019;Writing and Communication Program, 2019). Ultimately, a student is likely to enroll in a program not named business communication to prepare for a position in business communication.…”

Section: Introductionmentioning

confidence: 99%

Locations, Programs, and Content of Graduate Education in Business Communication

Carradini¹,

Baker²,

Sharp³

et al. 2020

Bus. Commun. Res. Pract.

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Objectives: This study explored locations, programs, and content of graduate education in business communication to provide guidance for prospective graduate students interested in becoming business communication faculty. Methods: The researchers conducted a survey of business communication scholars, drawing on the backgrounds and knowledge of those who currently teach and research business communication. Results: Findings indicate that 93 universities offer programs supporting graduate business communication education. This number dwarfs the 12 previously documented programs. These 93 programs are rarely called "business communication. " More respondents received training in business communication practice in master's programs than in doctoral programs, while more respondents received training in pedagogy and methods during doctoral work than master's work. The majority of respondents reported being employed by business schools despite receiving their degrees from colleges of arts and sciences, communication, or education. Conclusions: Graduate students can use the list of 93 universities to investigate possible graduate programs in business communication. Students will likely need to pursue graduate education outside of business schools, because the majority of respondents did not receive their graduate degrees from business schools. Earning a doctorate will likely give students methodological knowledge that a master's program may not provide. To bolster their experience with the context of business communication, graduate students may need to gain some experience in the practice of business communication via internship or elective business school coursework.

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Looking Across the Divide: Analyzing Cross-Disciplinary Approaches for Teaching Business Communication

Cited by 21 publications

References 29 publications

Business Communication Practices From Employers’ Perspectives

Business Communication Practices From Employers’ Perspectives

Of Changing Needs and Mismatched Expectations: Teaching Business Communication in Indian Business Schools

Locations, Programs, and Content of Graduate Education in Business Communication

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