The author proposes a new business core curriculum to overcome current criticisms of postsecondary business education. The objectives outlined are development of professional attitudes, communication skills, and leadership potential. (CH)

Presents information, compiled in a 1971 survey, about the business communications offerings of graduate schools of business in the United States. (RN)

Analyzed data collected from 342 institutions concerning the following aspects of business communication instruction: enrollment, student grade level, class size, textbooks used, number of business letters required, advanced courses, etc. Found major differences in instruction between two-year and four-year institutions. (PD)

Concludes that if the course is designed to aid the student in obtaining information, assimilating it, and presenting the findings in written and oral modes, the usefulness of independent study as a means of teaching business communications is questionable. (FL)

Describes a program designed to familiarize students with library research methods. (FL)

A survey of 363 business communication instructors (146 responses) found a majority included technology in their courses (especially word processing, e-mail); 97% were self-taught. A test of a microcomputer applications course used a business plan project and a training unit project to teach students about home page development; the curriculum…

Compares the effects on perceived listening effectiveness of a self-imposed period of silence versus attending a lecture on listening skills versus a combination of a self-imposed period of silence and attending a lecture. Suggests that the act of self-imposed silence greatly improves awareness of listening effectiveness and the value of…

Describes how "feedback memos" promote written feedback between the instructor and students in a business communication course. (MM)

Argues that American business schools fail to emphasize business communication, despite research indicating its huge importance to qualitative improvement. Considers the importance of communication in business success. (HB)

Outlines a course designed to give students understanding of global communication, intercultural communication patterns, and strategies for international business. The course includes cognitive, affective, and experiential elements in which students examine culturally learned cognitions, ethnocentrism, written and oral communication,…

Summarizes students' research projects in a business writing class. Offers a closer look at one particular student' research project, a study of Purdue University alumni which investigated how well college had prepared them for their present business writing tasks. Discusses the results of the study/project and the benefits to the students and the…

Outlines the two basic models that colleges of business follow in their development as institutions, the vertical and the horizontal models. Considers how each of these models affects the design and practice of the teaching of business communication. Asks that faculty be constantly aware of these two models. (HB)

Shows how to prepare students for the behavioral job interview. Discusses two components: improving students' cognitive and affective skills, and developing students' ability to answer behaviorally based questions. Suggests ways to train students to master the second component more effectively. (HB)

Suggests that applicant impression management (AIM) is more harmful to employment interviewing than is currently suspected. Offers a conceptual model of AIM that is consistent with employment interviewing practice. Presents and critiques three arguments used to defend AIM. Examines a model for helping employers conduct interviews that minimize the…

A business communication faculty survey (199 of 600 responded) indicated that 79% discuss employment communication in their courses, but only 45% address disability disclosure in the workplace. None of the 13 textbooks analyzed covered this topic. (SK)