The Impact of Business Communication Education on Students’ Short- and Long-Term Performances

Zhao, Jensen J.; Alexander, Melody W.

doi:10.1177/1080569903261995

Cited by 23 publications

(14 citation statements)

References 8 publications

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“…These findings highlight the need for organizations to provide remedial basic skills training to bring graduates up to their expectations, which implies costs and time. They also underline the need for programs to improve students’ writing skills (Gray, Emerson, & MacKay, 2005), especially in business communication education, which is known to affect students’ skills and performance outcomes in professional writing (Tarasovich & Boyer, 2013; Zhao & Alexander, 2004).…”

Section: Discussionmentioning

confidence: 99%

Do Employers Forgive Applicants’ Bad Spelling in Résumés?

Martin‐Lacroux

Lacroux

2016

Business and Professional Communication Quarterly

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Spelling deficiencies are becoming a growing concern among employers, but few studies have quantified this phenomenon and its impact on recruiters’ choice. This article aims to highlight the relative weight of the form (the spelling skills) in application forms, compared with the content (the level of work experience), in recruiters’ judgment during the selection process. The study asked 536 professional recruiters to evaluate different application forms. The results show that the presence of spelling errors has the same detrimental impact on the chances of being shortlisted as a lack of professional experience, and recruiters’ spelling skills also moderate their judgment.

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Section: Discussionmentioning

confidence: 99%

Do Employers Forgive Applicants’ Bad Spelling in Résumés?

Martin‐Lacroux

Lacroux

2016

Business and Professional Communication Quarterly

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“…Business communication is considered the foundation course in all business management programs. According to Zhao and Alexander (2004) and Pittenger, Miller and Allison (2006), the curriculum of business communication helps a great deal to prepare the students for the workplace. Many business executives and educators agree that excellent skills of communication have become primary and pre-requisite to enter into the corporate world and to seek jobs.…”

Section: Literature Reviewmentioning

confidence: 99%

Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies

Akhtar¹,

Hussain²

2019

JoEED

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Effective communication skills demonstrate the capacity and efficacy of any business graduate; however, the business industries have continuously raised their concerns on the lack of effective business communication (BC) skills, to serve the requirements of rapidly growing communication within and outside the organizations. Among many factors, teaching methods at higher education have been identified as a major factor that does not allow working skills to be developed. Scholars and researchers have tried to explore and test Experiential Learning (EL) techniques in teaching different courses of business administration programs. EL theory presents a playfield where learners can learn the best by doing (Kolb, 1984). Although business education around the world has already inculcated EL strategies into its system, in Pakistan EL theory is at its initial stage. In this regard, the researcher developed an ERE cycle which was based on Kolb's (1984) EL theory and tested its impact on the grades of the students of oral and written communication skills. The study was conducted using one sample t-test in the paradigm of quantitative research. Three classes of BBA and MBA from oral and written communication courses were selected for this study. This research compared mean scores of these classes with the population mean over the last three years. The results showed a significant positive difference between the sample mean scores and population mean. The study proved that EL based ERE cycle could prove very effective in the enhancement of the skills of business communication students that were reflected in their performance in exams. The study aimed to provide communication faculty, trainers and institutes the opportunity to explore and utilize the effectiveness of the ERE cycle and perform further researches to extend the utilities of EL based teaching methods.

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“…The difficulties of large-scale writing assessment are well documented. While some large educational studies have been undertaken (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003; Haswell, 2000; Langer, 2001; Sommers, 2002; Xue & Meisels, 2004), including in business and technical writing settings (Zhao & Alexander, 2004), correlating specific shifts in pedagogical strategies and techniques with changes in student performance is challenging. In fact, Haswell (2000) concluded that while as far back as in 1963, Kitzhaber started the project of documenting how college students change their writing performance, “since then, it is only fair to say the project has not been much advanced by researchers” (p. 307).…”

Section: Writing Assessment: Local Solutions To General Problemsmentioning

confidence: 99%

Measuring Quality, Evaluating Curricular Change

Warnock

Rouse

Finnin

et al. 2016

Journal of Business and Technical Communication

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This article reports the background, methods, and results of a 7-year project (2007–2013) that assessed the writing of undergraduate business majors at a business college. It describes specific issues with writing assessment and how this study attempted to overcome them, largely through a situated assessment approach. The authors provide the results of more than 3,700 assessments of nearly 2,000 documents during the course of the study, reporting on scores overall and for each rubric criterion and comparing the scores of English and business assessors. They also investigate how two curricular interventions were evaluated through this assessment project. Although overall, the writing of these business majors was assessed as good, results showed noteworthy differences between the scores of English and business assessors and a noteworthy impact for one of the curricular interventions, an effort to improve the material conditions of writing instruction. The authors conclude by discussing some next steps and implications of this project.

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The Impact of Business Communication Education on Students’ Short- and Long-Term Performances

Cited by 23 publications

References 8 publications

Do Employers Forgive Applicants’ Bad Spelling in Résumés?

Do Employers Forgive Applicants’ Bad Spelling in Résumés?

Testing ERE Cycle in Teaching Business Communication Courses: Experiential Learning Strategies

Measuring Quality, Evaluating Curricular Change

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