Business and Professional Communication Quarterly

This article describes a new course that focuses on the impact of evolving communication technologies on business. Two core questions are addressed in the class: First, how does a manager or employee choose the appropriate channel for a given communication situation? Second, how does an organization choose which technologies are appropriate for its business needs? In the course, we answer those questions by examining strategic models, assessing specific technologies, and presenting case studies. The article discusses these ideas and evaluates the effectiveness of the course.

Traditionally, research about collaboration in business communication classes has focused on small-group interaction and peer review of documents. Yet, computer classrooms and electronic networks used for teaching business communication today are affecting how traditional collaboration works and are opening up new possibilities for collaborative activity. One exciting possibility is using network technology to promote collaboration beyond the four walls of a single classroom. This article outlines a model for distance collaboration between business writing classrooms using network technology and discusses new ways to teach national and international audience awareness, problem solving, and the contextual nature of cases.

Understanding student perceptions of group work should help educators prepare students to be effective group members in the classroom and at work. This study ascer tained student perceptions of their learning and achievement in group situations. The following correlations were determined: (a) There was a relationship between student grades and perceptions of the writing quality as well as perceptions of the amount learned about group processes; (b) there was no correlation between grades and student opinions of the quantity of work achieved, the type of person who hindered the group the most, and whether the student enjoyed the group work.

Since "variety is the spice of life,"guest speakers can add an element of enthusiasm and interest in the business communication classroom. Individuals from departments as diverse as home economics, research and development, and academic computing can be approached as potential guest speakers for the undergraduate course. Experts from the campus community can be tapped to lend expertise and insights on many topics usually included in the business communication curriculum.

Business communication and technical writing students face a new workplace challenge: responding to problems that reflect a multicultural dimension and involve business- people whose perspectives, values, and traditions are not Western. Case studies are a good teaching strategy to introduce multicultural issues in business communication. Case studies involve students in group settings and demand both problem-solving and human-relations skills. Adding discussion questions to case-study problems prompts student responses, and assigning a follow-up progress report or memorandum ties the case-study reviews to course goals. This article includes both a description of the assignment and two timely case-study samples.

This article describes the development of a communication course for graduate business students that recognizes the emergence of global commerce using high-technology communication, while not ignoring fundamental skills. A "diagnostic assessment center" activity measures student abilities at the start of the course and again at the end. Oral and written skill-building and instruction in technologi cally mediated and intercultural communication are features of the course. The course was offered on an experi mental basis, and student progress and reactions to the course were carefully monitored. I explain the rationale behind the course content, evaluate the results, and offer advice to other schools designing such a course.

Estuary English is a combination of nonregional and local southeastern English pronunciation and intonation that lies between R. P. English and London street speech and is sweeping across the United Kingdom, including its business community. This article identifies characteristics of Estuary English, documents the usage of Estuary English within the British business community, describes the milieu that causes Estuary English to be acceptable in the British business community, speculates about the future of Estuary English in the British business community, identifies the implications of Estuary English for business communicators, and discusses the implications of Estuary English for business communication teachers and consultants.