A professional development course helps business majors develop a commitment to their profession. Such activities as cooperative learning groups, field experiences, speakers, and journal writing acquaint students with the concepts of a profession. (SK)

All evidence from all sources--the literature, survey of practitioners and educators, selected educational programs, and the views of abstractors of data for computerized information retrieval--points to the body of public relations knowledge as consisting of all knowledge as it applies to resolving public relations problems and goals. What…

Discusses the benefits of using teleconferencing in the business classroom and the important lessons this use can teach students who will enter business. (CH)

This article examines the Joint Council on Economic Education through a look at its reasons for existence; the goals, basic operating principles, and organizational patterns of the Council network; and how the Council network provides materials and programs for business educators. (CT)

Presents a group project model focused on teaching the critical workplace skills of communication and group effectiveness. The model's stages are orientation, formation, cohesion, performance, evaluation, and dissolution. (SK)

The author describes the organizational environment within the California State University system and discusses the planning process used by this organization at the school level to allocate limited computing resources. He focuses on the plan developed and submitted by the School of Management. (CH)

The author reports findings of the National Commission on Fraudulent Financial Reporting concerning the role of business education in reducing fraud in financial reporting. Issues covered include teaching financial regulations, developing skills needed to detect fraud, teaching ethical values, and preparing faculty to teach about financial fraud.…

The study addressed the question, "Did students within some areas of concentration in business outperform students in other areas of concentration in lower-division economics courses?" Results indicate the answer is "yes" and that the best performance comes from students in (1) accounting, (2) finance, and (3) management information systems. (CH)

Research on the usefulness of metaphors as an aid to teaching statistics shows that students taught with metaphors learned more, defined terms more accurately, made more successful inferences, and made fewer errors. (CH)

Discusses the history of the telephone, custom calling features, convenience service features, the cordless telephone, and the telephone as a work station. The telephone's impact on business education is examined through an observation of three areas: beginning typing, office procedures, and office management. (CT)

Expatriates from India now living in the U.S. seek to establish a business school in their homeland that will hold its own in the global marketplace. (JM)

Describes functional literacy for those interested in office-based occupations. Components of office literacy include computer and cultural literacy, as well as reading skills. Offers six propositions that have implications for office literacy curriculum development. (CH)

The author discusses the movement toward professional workers' use of word processing as a way of increasing productivity. Implications for business educators are presented. (CH)

Describes types of questions that marketing teachers use to evaluate student knowledge and understanding. Discusses narrow question types which are (1) cognitive-memory or (2) convergent, and broad question types which are (1) divergent or (2) evaluative. (CH)

Conducted a study to determine the level of basic skills achievement among Ohio high school business education seniors. Found that these students lacked competency in general knowledge and in computational skills, basic English skills, and typewriting skills. (GC)