The State of Business Communication Course Development in the U.S.

Business and personal communication are seen as some of the fundamental cornerstones of developing a successful career. With proper communication it is possible to influence people, understand people, and share your views with others. Through communication we are able to understand and relate to each other in important ways that further not only our interests but the interests of others. Research helps colleges understand how current communication is being taught and the subject matter of those courses.

According to Du-Babcock (2006), “Business communication has established itself as an important subject area and has become an integral component of business and school curricula” (p. 254). Since communication is so important in life it has been adopted into university business curriculum and continues to evolve. Through the development of student’s communication abilities they are able to expand their horizons.

”The limits of my language means the limits of my world.” -Ludwig Wittgenstein

As a representation of life, the language we use determines how we see the world. To communicate that effectively in a business setting means to influence the perceptions and abilities of others. It provides future businessmen and businesswomen opportunities to influence their environment in unique ways. Seeking to create higher levels of communication is effective in everything from interpersonal relationships to the selling of products.

The teaching of communication is on a continuous growth pattern in universities. A number of audits over the past 30 years have examined the evolutionary pedagogical and programmatic developments of courses (Wardrope & Bayless, 1999). Modern courses may seek to include new forms of communication such as texting and videoconferencing as well as older forms such as face-to-face and formal letters.

The study conducted by Russ (2009) surveyed 505 faculty members from 321 U.S. colleges and universities to determine who the major departmental sponsors of communication courses are, the level that introductory courses are taught, the average size of the introductory course, the medium of such courses, the depth of topics covered, and the types of assignments. The study’s findings are as follows:

-The study found that the most common curriculum in business schools was written communication, public speaking, persuasive and ethical communication, employment communication and mediated communication (email).

-The least taught education communication included interpersonal communication, mediated communication (text and video conferencing), and communication theory.

-The business department has grown in terms of hosting communication courses.

-Juniors and sophomores are the target of most introductory communication courses.

-The majority of students were in larger classes (over 30 students).

-The majority of teachers facilitate the courses in a traditional classroom setting (73.5%), online (3%) and a hybrid format (23.6%).

Analysis:

A vast majority of schools focus on traditional communication mediums which help to prepare students for a wide variety of employment situations. In the future, schools can consider the faster incorporation of new communication tools to help students prepare for changing markets based upon emerging technologies. Theoretical understandings of communications are not being taught at a satisfactory level even though such understandings create a context for future communication method incorporation. However, such theoretical understandings are likely to be offered in graduate courses but should briefly be introduced in later year undergraduate courses. The mechanical bases of communication are heavier in freshman and sophomore years to foster the development of rudimentary writing skills and higher levels of college academic performance.

Author: Dr. Murad Abel

Du-Babcock, B. (2006). Teaching business communication: Past, present, and future. Journal

of Business Communication, 43, 253-264.

Wardrope, W. J., & Bayless, M. L. (1999). Content of the business communication course: An

analysis of the coverage. Business Communication Quarterly, 62, 33-40.

Russ, T. (2009). The Status of the business communication course at U.S. Colleges and Universities.

Business Communication Quarterly, 72 (4).

Business College Students Seek Opportunities of Self-Ownership

The value of a college education cannot be underestimated in an increasingly complex world. Business education is important in fostering new minds that will go forth and try out their ideas in the international market. Research helps highlight how a simple majority of business college students seek to develop their own business operations but feel as though these opportunities may not be forthcoming.

In 1865 Horace Greely stated, “Go West, young man, go West and grow up with the country.” The commonly used quote is deeply rooted in the psychology of young people who desire to flap their wings and seek their fortunes. The nature of business is about flapping wings and trying to get off the ground. Many do, many more do not, but it is the journey that takes precedence.

One of the reasons why young business students are so eager to start their own entrepreneurial endeavors lays in the uncertainty the recession has created over the past decade. They were reared in an era where corporate shifts, layoffs, and the movement of jobs overseas were common. In their effort to create some level of personal stability they seek the path of self-determination.

According to Summ, et. al. (2001), “Labor market conditions for most demographic groups of U.S. workers have been quite weak in recent years (2008-2010) due to the adverse employment impacts of the Great Recession of 2007-2009 and the anemic job recovery during the first 18 months following the trough of the recession in June 2009.”

As this group of students were attending high school and thinking of long-term opportunities the economy took a “nose dive”. While moving into college this same group of students hoped for business glory but suffered from declining opportunities. Despite the difficulties such students face they still seek to brand their mark on the global world and college continues to be an important learning avenue to allow that happen.

A study conducted by Tomkiewicz, Bass, & Robinson (2012) surveyed a total of 123 students in an AACSB mid-eastern accredited school.  Students were in attendance of the college of business and part of either a Fundamentals of Business course or a Strategic Management course. Participants were asked to consider their current station in life and determine where they would like to work in the future. Each student also completed the Fear of Success and the Fear of Appearing Incompetent instrument as part of the study.

Findings:

-55% of students wanted to have their own business.

-Only 34% of those who wanted a business felt they actually be able to do so.

-45% of students had a preference for working in organizations. 

-100% of those who had a preference for working in organizations stated that they are likely to have an opportunity to do so. 

-Males were more enthusiastic about starting their own business.

-Comparing graduating students with new students found that both had similar preferences for owning their own businesses but fewer graduating students felt they would have an opportunity to do so.

Analysis:

The information from the results indicated that the majority of students had a preference for working within their own business while a far majority felt that they would not have an opportunity to do so. The study helps highlight how business college students have a desire to be independent in their work habits and control the nature of their work. However, as they become more aware of the trials, depth, and financing needed to run their own businesses such expectation declines. 

Sum, A., Khatiwada, I. and Pahna, S. (2011). The continued collapse of the nation's teen summer job market: Who worked in the summer of 2011? Center for Labor Market Studies Northeastern University, August.

Tomkiewicz, J. Bass, K. & Robinson, J. (2012). Student propensity toward business ownership. College Student Journal, 46 (4).