User Feedback: Alumni on Workplace Presenting and Improving Courses

Abstract

Alumni are an underutilized resource for input on the oral presentation skills employees need at work and what should be taught in oral-presentation-focused business communication courses. Yet they are in a unique position to assess the utility of what they learned and recommend coursework changes. In survey responses, 1,610 business alumni who make oral presentations two or three times per month on average recommended more instruction on how to present business data visually, more impromptu presentations, more help dealing with difficult audiences and with nervousness, and three to five presentations assigned in oral presentation courses for business students.

Increasing Oral Communication Self-Efficacy Improves Oral Communication and General Academic Performance

“…Oral communication is also a highly sought-after professional skill (Marcel, 2017; Robles, 2012; Stevens, 2005). By providing students with that skill, and the confidence to use it, we can develop students who will be competitive job candidates and successful employees, demonstrating the value of a traditional education in business.…”

Measuring Business and Professional Communication Skills

“…Responsive and sustainable updates to course materials and curricula require a multifaceted and creative approach (Carnegie & Crane, 2018; Frohlich & Magolis, 2020; Marcel, 2017). Research that attempts to uncover the differences between workplace practices and the classroom has been labeled closing-the-gap research (Brent, 2011), and many studies have sought to analyze and minimize the gap (Brink & Costigan, 2015; Coffelt et al, 2016, 2019; Coffelt & Smith, 2020; Fuller et al, 2018; Marcel, 2017; Nellermoe et al, 1999; Ortiz et al, 2016; Reinsch & Shelby, 1997).…”

“…While conducting closing-the-gap studies, researchers apply a variety of methods including surveys, interviews, and workplace observations. Some studies have looked specifically at alumni reflections on curriculum in comparison to workplace needs (Garner et al, 2019; Marcel, 2017), whereas others have focused on student and instructor feedback (Russ, 2009). Attempts at workplace studies have been made, but often do not encompass all modes.…”

Competitions Versus Classes: Exploring the Impact of Case Competitions and Communication Coursework on MBA Ranking

“…At the posttest phase, all of the students, who were enrolled in a required managerial communication course at two public universities, reported statistically significant improvement across all communication areas measured, including interpersonal communication and making presentations. Likewise, Marcel’s (2017) study of 1,610 recent business school alumni in their twenties and thirties asked respondents to consider their self-perceived need for a business communication course if they were to start a master’s degree program in a business field. Of the respondents, 31% had already completed a master’s degree, 90% of these in a business discipline.…”