The Status of the Business Communication Course Travis L. Russ Fordham University

The Status of the Business Communication Course

Travis L. Russ Fordham University

The goal of this study was to analyze the current status of the introductory business communication course at colleges and universities across the U.S. Data from a national sample of 505 instructors revealed a number of pedagogical and programmatic insights about: (1) major course sponsors; (2) academic levels at which the course is taught; (3) ideal and actual class sizes; (4) use of distance learning; (5) topic coverage; and (6) learning assessments. Trends identified in this study are compared with those from previous audits. Future research ideas and implications for business communication education are also discussed. Keywords: business communication, audit, instruction, course content, administration Introduction As early as 1964, a litany of extant literature has demonstrated a need to teach undergraduate students how to communicate effectively in the workplace (e.g., G. W. Bowman, 1964; Edge & Greenwood, 1974; Hildebrandt, Bond, Miller, & Swinyard, 1982; Maes, Weldy, & Icenogle, 1997; Rader & Wunsch, 1980; Reinsch & Shelby, 1997; Ulinski & O'Callaghan, 2002; Waner, 1995). Perhaps in response to such reports, a rising number of U.S. colleges and universities have offered the introductory business communication course as a way to teach undergraduates the communication competencies deemed necessary for their professional success. Driving this shift is a consensus that students‟ business acumen is concomitantly linked to their communication abilities. As Plutsky (1996) observed, “[Since] employers view effective communication skills as a key to success in business … business school faculty have come to realize that they must equip students with the communication skills employers demand if their programs are to succeed” (p. 69). Today, the introductory course has become a staple in many undergraduates‟ experiences, gaining greater credibility in higher education communities....