Sage Journals: Discover world-class research

Abstract

This article explicates the operationalization of a theoretically robust framework in the teaching of business communication at an institute of higher learning. This article reimagines the design of a business communication course that focuses on the coalescence of both decoding and encoding processes of messages as a unified pedagogical approach in teaching business communication. This approach is in contrast with more conventional approaches in designing communication courses, which tend to prioritize one process over the other. Participants in the study acknowledged the instrumentality in the course design in promoting communicative values with real-world impact.

Keywords

competing values framework signature pedagogies decoding tool

Get full access to this article

View all access options for this article.

References

Adams

Dawson

Foureur

(2016).Competing values framework: A useful tool to define the predominant culture in a maternity setting in Australia.Women and Birth,30(2),107-113.https://doi.org/10.1016/j.wombi.2016.09.005

Belasen

Frank

(2010).A peek through the lens of the competing values framework: What managers communicate and how.Atlantic Journal of Communication,18(5),280-296.https://doi.org/10.1080/15456870.2010.521475

Deloitte Digital. (2015).Five insights into intrapreneurship: A guide to accelerating innovation within corporations. [White paper].Deloitte.https://www2.deloitte.com/content/dam/Deloitte/de/Documents/technology/Intrapreneurship_Whitepaper_English.pdf

Drury-Grogan

M. L.

Russ

T. L.

(2013).A contemporary simulation infused in the business communication curriculum: A case study.Business Communication Quarterly,76(3),304-321.https://doi.org/10.1177/1080569913493923

Garay

M. S.

(1995).Meeting workplace needs in an introductory business writing course: A tale of a classroom corporation and a “boss” instructor.Business Communication Quarterly,58(1),35-41.https://doi.org/10.1177/108056999505800109

Heinert

(2017).Peer critique as a signature pedagogy in writing studies.Arts & Humanities in Higher Education,16(3),293-304.https://doi.org/10.1177/1474022216652767

Ikramullah

van Prooijen

J.-W.

Iqbal

M. Z.

Ul-Hassan

F. S.

(2016).Effectiveness of performance appraisal: Developing a conceptual framework using competing values approach.Personnel Review,45(2),334-352.https://doi.org/10.1108/PR-07-2014-0164

Ismail

Sabapathy

(2016).Workplace simulation: An integrated approach to training university students in professional communication.Business Communication Quarterly,79(4),487-510.https://doi.org/10.1177/2329490616660814

Lindquist

Marcy

(2016).The competing values framework: Implications for strategic leadership, change and learning in public organizations.International Journal of Public Leadership,12(2),167-186.https://doi.org/10.1108/IJPL-01-2016-0002

10.

Quinn

R. E.

(1988).Beyond rational management: Mastering the paradoxes and competing demands of high performance.Jossey-Bass.

11.

Quinn

R. E.

Hildebrandt

H. W.

Rogers

P. S.

Thompson

M. P.

(1991).A competing values framework for analyzing presentational communication in management contexts.Journal of Business Communication,28(3),213-231.https://doi.org/10.1177/002194369102800303

12.

Rogers

P. S.

Hildebrandt

H. W.

(1993).Competing values instruments for analyzing written and spoken management messages.Human Resource Management,32(1),121-142.https://doi.org/10.1002/hrm.3930320107

13.

Shannon

C. E.

Weaver

(1998).The mathematical theory of communication.University of Illinois Press. (Original work published 1949)

14.

Shulman

L. S.

(2005).Pedagogies in the professions.Daedalus,134(3),52-59.https://doi.org/10.1162/0011526054622015

15.

Tong

Y. K.

Arvey

R. D.

(2015).Managing complexity via the competing values framework.Journal of Management Development,34(6),653-673.https://doi.org/10.1108/JMD-04-2014-0029

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.26 MB