Response to Murphy's "Re-Viewing Business Communication"

Krapels, Roberta H.; Arnold, Vanessa Dean

doi:10.1177/002194369803500111

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…In 1996, Krapels and Arnold suggested that external acceptance of a degree’s legitimacy (e.g., approval by working professionals) is as important as internal acceptance (e.g., approval by faculty or college deans). Krapels and Arnold’s article inspired a lively conversation about the utility of the business communication degree, which took place in a 1998 special issue of the Journal of Business Communication (see Carmichael, 1998; Krapels & Arnold, 1998; Murphy, 1998; Rogers & White-Mills, 1998). Since this debate, a handful of scholarly studies have reported what knowledge and skills employers and executives desire from graduates of business communication programs (e.g., Ortiz, Region-Sebest, & MacDermott, 2016; Robles, 2012; Stevens, 2005).…”

Section: Purposementioning

confidence: 99%

Hiring Managers’ Impressions of Business Communication’s Legitimacy

Engstrom

2019

Business and Professional Communication Quarterly

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Data from a survey of 864 executives and managers with hiring authority suggest that business communication has external legitimacy regardless of program sponsorship and that hiring managers favor courses that comprise the business communication curriculum, such as public speaking, leadership, business management, and interpersonal communication. Findings from the study can give students guidance when selecting coursework electives and writing résumés, guide faculty in making curricular and advertising decisions, and support the legitimacy of the business communication curriculum.

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Section: Purposementioning

confidence: 99%

Hiring Managers’ Impressions of Business Communication’s Legitimacy

Engstrom

2019

Business and Professional Communication Quarterly

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“…Du- Babcock (2006), drawing on the works of Krapels and Arnold (1998), Locker (1998), andRoger (1996), stated that the teaching of Business Communication as an official and distinctive field originated in the United States. Agarwal and Chakraborty (2010, p.381) have also stated that Business Communication, as a course of study, emanated from its parent branch, Human Resource Management (HRM).…”

Section: The Teaching and Learning Of Business Communication At The Tmentioning

confidence: 99%

The Effects of Direct and Indirect Written Corrective Feedbacks on the Business Communication Texts of Technical University Students

Owusu¹

2020

ALR Journal

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Grading of texts is a major issue in the field of teaching and learning of Business Communication. One emerging technique used in grading students' texts is corrective feedback. This research was an effort to investigate the effects that direct and indirect written corrective feedbacks had on the business letters of students of Ho Technical University, Ghana. Forty HND 1 (first year) students in the Department of Marketing from the 2016/2017 Academic Year batch of Ho Technical University were the selected participants for this qualitative study. A total of 80 raw data were solicited from the participants. These comprise 40 pre-test and 40 posttest materials (80 texts). Each participant composed two letters-one at the pre-test level and the other at the post-test level. After the pre-test, the texts of the students were divided into two groups. The texts of the first group (DF) were graded using direct feedback method and those of the other group (IF) were graded using indirect feedback method. After the pre-test, the participants were asked to rewrite the business letter. The results from the post-test showed that students performed better at the post-test level when direct feedback technique was applied on their pre-test texts.

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“…The teaching of business communication as a formal and distinct discipline originated in the United States (Krapels & Arnold, 1998;Locker, 1998;Rogers, 1996). Business communication has established itself as an important subject area and has become an integral component of business school curricula (whether courses are taught by business professors or as service courses).…”

Section: Pastmentioning

confidence: 99%

Teaching Business Communication: Past, Present, and Future

Du-Babcock

2006

Journal of Business Communication

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This article is based on the theme of the 70th annual convention of the Association for Business Communication (ABC): past, present, and future. In traditional Chinese culture, 70 is a very significant number because it represents a crossroads and indicates that an organization has survived to old age but must now undertake a review to ensure its future existence. This leads me to the theme of my article, in which I examine the teaching of business communication within the theme of the conference: past (representing the establishment of business communication as a teaching area in the United States), present (a transitional period in which we are learning to communicate in a global and multidisciplinary environment), and future (perfecting communication techniques and reacting to new challenges and opportunities).In this article, I discuss the evolution of business communication teaching and the challenges we face in getting it right in the 21st century. In doing so, I show how the teaching of business communication has been characterized by stability (continually looking to find better and more appropriate ways to communicate) and change (adapting to the challenge of communicating in an expanding and increasingly complex, diversified, and fragmented global multidisciplinary communication environment). At present, we are going through a transition period in which we are adapting and learning how to communicate in this ever changing environment. Our challenge is to build on the fundamental principles and the foundation that were established in the past and develop new teaching methodologies, approaches, and techniques that will allow us to communicate more effectively and efficiently in the present and increasingly so in the future. My intention is to show how the teaching of business communication has changed and evolved over

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Response to Murphy's "Re-Viewing Business Communication"

Cited by 3 publications

References 4 publications

Hiring Managers’ Impressions of Business Communication’s Legitimacy

Hiring Managers’ Impressions of Business Communication’s Legitimacy

The Effects of Direct and Indirect Written Corrective Feedbacks on the Business Communication Texts of Technical University Students

Teaching Business Communication: Past, Present, and Future

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