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Authors:Melinda Knight Pages: 139 - 140 Abstract: Business and Professional Communication Quarterly, Volume 85, Issue 2, Page 139-140, June 2022.
Citation: Business and Professional Communication Quarterly PubDate: 2022-06-13T11:30:58Z DOI: 10.1177/23294906221099575 Issue No:Vol. 85, No. 2 (2022)
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Authors:Franca Ferrari-Bridgers, Sebastian Murolo Abstract: Business and Professional Communication Quarterly, Ahead of Print. Although several studies have demonstrated the importance of listening skills in the classroom and in the workplace, business administration college programs seldom include teaching listening as part of their curriculum because of content saturation and credit hours constraints. In this pilot study, we describe how integrating simple listening activities in the classroom, without making major modifications to the curriculum, improves students’ comprehension and test performance. The study demonstrates how exercising critical listening skills while taking a test has a positive effect on students’ retention of information and test scores. Citation: Business and Professional Communication Quarterly PubDate: 2022-05-05T09:26:25Z DOI: 10.1177/23294906221090504
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Authors:Daneshwar Sharma Abstract: Business and Professional Communication Quarterly, Ahead of Print. Using social media communication (SMC) for personal and professional use represents two different skill sets. Though students often use SMC on a personal basis for fun and connecting with friends, they often fail to understand how SMC can be used effectively as a professional organizational/corporate communication tool. A service-learning project was conceptualized in a business and professional communication (BPC) course, where students (n = 93) used professional SMC skills to design social media campaigns for fulfilling nongovernmental organizations’ needs of manpower, material, and/or money. Students’ attitudes and efficacy toward SMC were recorded using a survey questionnaire. The need and obstacles in including SMC in BPC are also discussed in the article. Citation: Business and Professional Communication Quarterly PubDate: 2022-02-08T09:56:30Z DOI: 10.1177/23294906221074687
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Authors:Yogini Joglekar, David Purdy, Sabra Brock, Ayushi Tandon, Amy Dong First page: 141 Abstract: Business and Professional Communication Quarterly, Ahead of Print. The COVID-19 pandemic has cast digital communication competency into sharp relief. Rapid virtualization of how we work and learn has highlighted this challenge for business education. In response, the business communication syllabus must evolve to include digital communication competencies. Most of our students are comfortable with computer and Internet usage. However, our research uncovers a gap between their perceived and actual digital communication competency, as well as indications of stress in their online relationships. This article offers suggestions on creating a business communication syllabus in tune with learner and business needs given that digital communication is rapidly becoming the norm. Citation: Business and Professional Communication Quarterly PubDate: 2022-05-13T06:28:28Z DOI: 10.1177/23294906221089887
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Authors:Tina Coffelt, Samantha Cosgrove, Bremen Vance First page: 169 Abstract: Business and Professional Communication Quarterly, Ahead of Print. Understanding the expectations of employers contributes to the relevancy of business and professional communication (BPC) courses. Studies that bridge the gap between course content and workplace expectations support this process. This article presents findings from a scale development procedure to analyze BPC skills using a multimodal perspective. Employers (N = 260) were asked what skills they perceive to be communication and how proficient they expect a recent college graduate to be to better understand the expectations that graduates face when entering the job market. The findings have implications for course design, curriculum selection, and program organization. Citation: Business and Professional Communication Quarterly PubDate: 2022-04-06T05:47:47Z DOI: 10.1177/23294906221082235
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Authors:Mary Jae Kleckner, Nikolaus T. Butz First page: 192 Abstract: Business and Professional Communication Quarterly, Ahead of Print. Persistent concerns about college graduates’ foundational skills for workforce preparedness compels educators to continue exploring ways to address them. Although effective communication is widely regarded as essential for entry-level professionals, which skills matter most may vary. Employers’ satisfaction with communication skills also shifts over time. This study compares regional employers’ and undergraduate business majors’ satisfaction with given communication skills and their perceptions about various skills’ importance. Results showed students rank importance and satisfaction similarly, and students’ satisfaction with their skills exceeded employers’. Regressions showed student satisfaction with specific skills predict their perceived importance. Implications for curriculum development are discussed. Citation: Business and Professional Communication Quarterly PubDate: 2022-03-14T09:32:52Z DOI: 10.1177/23294906221078300
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Authors:D. Joel Whalen First page: 222 Abstract: Business and Professional Communication Quarterly, Ahead of Print. This article offers readers 13 teaching innovations debuted at the 86th annual meeting of the Association for Business Communication held online. Assignment topics presented here include personal and professional development as well as oral communication and presentation skills. Additional assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, internet links, and sample student projects—are downloadable from the Association for Business Communication and DePaul University Center for Sales Leadership websites. Citation: Business and Professional Communication Quarterly PubDate: 2022-03-12T06:16:52Z DOI: 10.1177/23294906221078226
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Authors:Jorge Gaytan, Stephanie Kelly, Wiley S. Brown Abstract: Business and Professional Communication Quarterly, Ahead of Print. In response to COVID-19, educational stakeholders are transferring traditional, face-to-face instruction to the online learning environment. The purpose of this study was to determine if business instructors’ use of immediate behaviors and clarity, which have been found to help business students overcome their writing apprehension in the face-to-face learning environment, can also be used to help business students to overcome their writing apprehension in an online learning environment. Findings indicated that instructor immediate behaviors and clarity are not interventions for writing apprehension in the online learning environment. The instructional strategies business instructors rely on in the face-to-face classroom did not have the same meaning or effect on the online classroom. Citation: Business and Professional Communication Quarterly PubDate: 2021-08-31T07:53:06Z DOI: 10.1177/23294906211041088
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