This document describes a collaborative program between the English and Business Departments at New Britain High School (Connecticut) designed to respond to the rapid growth of the technological aspects of communication. Three student texts, six videos, two periodicals, and two resource text materials, computer hardware and software used, and a…

Describes two approaches for teaching international business communication: (1) an upper-level undergraduate international business communication course which stresses global management in the cultural context, breaking down international communication barriers, etc.; and (2) integrating elements of international business communication throughout…

Discusses the narrow range of stylistic choice presented as acceptable to students in typical Business Communication courses by examining a number of prominent instructional sources for business writers. Presents an expanded version of the Plain Style of business prose that allows for a repertoire of dictional, syntactic, and figurative choices to…

A study of writing samples and communications course grades of 477 applicants to a quantitatively based undergraduate school of management revealed that students were generally deficient in writing skills. Specific deficiencies included (1) failure to analyze audience or purpose, (2) lack of content, and (3) lack of organization. (CH)

Suggests that many students are not aware of proper etiquette and proposes that business communication instructors offer a short bibliography and a few tips that can help students acquire more polish. (DF)

Presents five business educators' responses to Bowman's article (EJ 309 721), including one writer's view of a computer program designed to teach composition skills. (PD)

Surveyed accounting department chairpersons and managers of accounting firms to determine their perceptions of (1) how new accountants communicate and (2) available instructional methodologies. Found a strong dissatisfaction with both skills and training. (PD)

Describes a teaching method that requires the business communications instructor to act as a supervisor in a "real" work situation would in evaluating student writing. (FL)

Describes a teamwork approach in which business communications students handwrite letters to be prepared by typewriting students; the letters are then revised and graded by the respective teachers. Both sets of students benefit from this simulated office experience. (SK)

Outlines a competency-based business communication course offered at Brigham Young University to satisfy the general education requirement. Highlights the competency requirements, course content and organization, and evaluation procedures, as well as general outcomes and proven effectiveness of the course. (JMF)

Compiles a listing of colleges and universities teaching business communication as a required or elective course. (KS)

Describes how teams of students in an undergraduate business and technical communication class carried out 12-week consulting project assignments for off-campus nonprofit agencies and on-campus nonteaching departments, developing documents useful to each workplace and learning about the role and practice of communication in business settings. (SR)

Presents a rationale for teaching communication to graduate business students as a process--a means through which students communicate their knowledge of management, marketing, finance, accounting, etc., rather than strictly a subject matter or product. Argues that communication skills can be maintained only if reinforced through the curriculum.…

Considers how little training is provided for writing "the internal proposal." Notes that the internal proposal provides an opportunity for students to develop the competence and confidence to express their ideas in the workplace, encouraging them to demonstrate awareness and initiative, utilize problem-solving skills, and create a persuasive…

Investigates whether faculty at a large Singapore business school shared similar perceptions of inadequate communication skills as the government. Indicates that the faculty perceived undergraduate communication skills to be in need of improvement, thus lending support to employer and government criticism. Reveals some probable underlying causes…