Describes a simulation that provides a realistic business context and gives participants the opportunity to experience a clash of cultural values. Notes that the participants are divided into three fictional cultures with specific cultural profiles. Notes that the simulation has been successfully used with undergraduates, MBA students, and…

The author is the course director of MGT 3373 (Managerial Communication), a basic business communication course required for all business students attending a large university in the American Southwest. The course she inherited was functioning adequately, but it needed an infusion of energy and ideas to help it evolve into a more positive,…

The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…

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)

Establishes the need for report writing skills. Examines the report writing process, data collection methods, composition, and format. (SK)

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)

Students can learn to use concrete expression. To write more vividly, they should be encouraged to recognize the importance of using specific expression; perceive, think about, and remember detail; and use specific techniques such as addition, replacement, and figures of speech. (CT)

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…

Describes an oral exercise in which two students present a brief discussion of a business article. Notes that this exercise provides practice in speaking, as well as in analyzing the form and content of a business article. (MM)

Finger-movement distances for alphabetic keys of standard and Dvorak keyboards were calculated for every digraph in the business vocabulary. Dvorak required 37% less distance and had more right-hand, home-row, same-row, and alternate hand reaches. (SK)