In a survey of 664 University of Wisconsin Eau Clair business graduates, 81% identified communication skills as essential, resulted corroborated by a survey of 138 employers. A model program now requires all college of business students to take core communication courses and a business communication certificate is offered. (Contains 10…

Reviews different types of advisory boards; explains what they can contribute; describes an alumni advisory board that has worked exceedingly well at one institution; and provides an example of how the business communication curricula and function benefited. Shows how to modify the model easily to work for any business communication program. (SG)

Reports a successful application of writing across the curriculum theory and practice at the introductory accounting level. Discusses the advantages of informal and formal writing assignments. Presents a number of suggestions designed to facilitate the use of writing across the curriculum techniques and to help ensure their successful application.…

Business teachers who teach computer applications face three major challenges: making their classes attractive to students; managing individualized, multiactivity classes; and developing independent business software users. The last-mentioned goal is the primary reason for the existence of the business department. (SK)

Argues that business cards, as a key means of initiating business contacts, are worth studying in business writing courses. Shows instructors how to incorporate a unit on business card design into their business communications courses. Suggests the criteria by which business cards can be evaluated. (HB)

Analyzes communication apprehension, as operationalized in the Personal Report of Communication Apprehension, as an example that questions the boundaries of business communications and may constitute a banner for it. Examines the application of the report to a specific context. (HB)

Provides a transcript of a dialogue between two researchers concerning their experiences as collaborative ethnographers. Describes some of the positive and negative benefits of collaborative work. (HB)

Discusses how the written and oral messages that employees send internally help to establish the reputation of the sender. Focuses on how message senders achieve positive reputations. Argues that cultivating a positive impression is possible through ethical strategies of office politics. (HB)

Presents several open-ended cases which use collaborative learning for business communication courses. Discusses the reasons for developing cases for the construction of data-based analytical reports, and collaborative learning and the use of teams in analytical report construction. (PRA)

Asserts that textbook graphics assignments tend to give students too many hints and instructions. Suggests using newspaper articles to more closely approximate real working situations, because newspaper articles force students to use their skills and imaginations to create graphics that illustrate real data. (PRA)

Considers the primary focus of business communication teachers in classrooms in which English is not the native language of students. Outlines some of the language-related problems that occur when teaching nonnative speakers business communication and calls for a drive to address the issue of acceptable language usage in this context. (SG)

Examines computer documentation writers' tactics for conceiving of their audiences. Describes and evaluates technical communicators' tactics for understanding audiences, constrained and supported by their organizations based on two ethnographic case studies and insights from activity theory. Discusses the advantages and limitations of each tactic,…

Because employers want workers who can successfully run meetings and manage teams with diverse characteristics, conflict management is a skill that every business graduate should possess. The purpose of the study was to identify the most popular and effective ways that students used to manage conflicts when working on team projects. A survey was…

These business education curriculum guidelines are designed as a guide for teachers, counselors, and administrators involved with business education in Montana. Introductory materials include the goals of business education and suggested curriculum patterns for different business and office education programs. Guidelines are provided for 17…

This document contains 20 papers presenting the latest research, teaching strategies, and suggested resources for all areas of business education. Three papers provide leading business educators' perspectives on business education, four focus on instructional concepts, nine explore methods and resources for the business education curriculum, and…