In this article, the author considers a topic that is not talked about much: the working conditions of business communication teachers. In 1990, a special issue of "Business Communication Quarterly" focused on stress in this field, and it identified unstable academic appointments and the lack of departmental support as two main causes.…

Discusses the necessity of keeping the business education curriculum current. Covers teaching shorthand, teaching typewriting on typewriters, administrative support courses, and business communication. (JOW)

In this perspective, the concept of communication breakdown is abandoned. Instead, it is understood that miscommunication and noncommunication are also ways of transmitting messages. (SK)

Presents a theoretical base for including reading activities in business education classes and specific suggestions for class activities. (Author)

The author of this article is an English teacher and a certified public accountant at the same time. When he was offered a position teaching business communication in an MBA program, he was delighted to know that he can actually dovetail his two contrasting careers. In this article, the author relates his experiences and the benefits of…

A business professor offers a plea for clarity in communication and for the use and teaching of simple, unhackneyed English, giving examples of misuse, errors, lack of comprehension, and general bad usage. She suggests various techniques for business communication teachers to improve students' communication skills. (MF)

Discusses issues that need to be resolved concerning the teaching of business communications, given that there is a critical need for it. The primary issue seems to be whether one or two courses should be required of all business students. Supports the two-course position. (JOW)

Suggests that business teachers should use formal written proposals, a standard operating procedure in business, to make requests of administration for equipment, supplies, programs, and other needs. (SK)

It is imperative that everyone learn to interface with various types of electronic equipment in order to function as a literate citizen. Business educators also face the challenge of teaching students to interface with computers and word processing machines so they can efficiently perform business office functions. (CT)

Examines the influence of various philosophies on the teaching of business communication. Expresses concern over the increasing dominance of behaviorism, a trend which may upset the admirable electric nature of business communication pedagogy. (PD)

Indicates that apologies generally do not constitute evidence of guilt and that, in fact, they sometimes have positive consequences for the apologist. Suggests that persons who practice (or teach) crisis communication should avoid the mistake of relying on an over-simplified and inaccurate understanding of the legal issues surrounding corporate…

Argues that business communication is a hybrid field representing a melding of interests and characteristics in a new form. Considers the various intellectual traditions that have contributed to the emergence of the discipline. Proposes new ways of conceptualizing the discipline. (HB)

Explores the significance of claims to organizations and businesses, makes a case for integrating and networking communication throughout the organization, describes how the classroom unit on claims can increase student motivation and enthusiasm, and makes a case for improving students' persuasive powers. (Author)

Points out that by using a cassette tape recorder, the teacher of report writing can better make a useful evaluation that explains more fully, clearly, and sympathetically how reports can be improved in both major and minor ways. (FL)

Interviews two practitioners in the field of business communication to better understand developments in business literacy and information skills. Concludes with a brief discussion of the opportunities for business communication experts in enhancing literacy in the workplace. (SG)