Research should be conducted to determine if the objects

The gap

Evidence profile

Sourced from the future-work section and recommendations of the source papers, classified as general, drawn from work published between 1974 and 1976, spanning 2 journals.

Supporting evidence — 3 representative gaps

• Business Communication in Two-Year Colleges and Technical Institutions (1976) · The Journal of Business Education · doi

  Research should be conducted to determine if the objects and content of business communication courses are based on the actual needs of students. A study should be conducted on the two-year level to determine the degree of agreement between businessmen and teachers of business communication courses on statements concerning objectives of business communication preparation for business students.

  generalfuture-work section
  Keywords: research conducted determine objects content business communication courses
• COMMUNICATION: A View from the Inside of Business (1974) · Journal of Business Communication · doi

  The need to augment and improve communication systems is a problem of major significance being encountered in contemporary business organizations. Educators must place a high priority on mak- ing available to business the largely untapped resources available in the colleges and universities. Conversely, the organizations must take the steps necessary to uncover and identify areas in which they pos- sess limited capability for improvement. Once this has been done, pro-active measures can be developed on a mutually beneficial basis. In order to facilitate this synthesis of need and resource we recom- ’ mend the following: i. Actively identify and define current communication related problem areas in organizations. 2. Mobilize university resources to provide problem-solving ori- ented communication programs and seminars at all management levels in Business Organizations. 3. Initiate courses at the graduate level that ( i ) actively seek solu- tions to the identified communication problems, and (2) provide the students with workable knowledge of the communication process.

  generalrecommendationsevidence 5/5
  Keywords: communication organizations problem business need must available resources identify areas actively provide augment improve systems
• Key Philosophical Factors in Developing a Business Communication Curriculum (1976) · Journal of Business Communication · doi

  1. A finding of this study was that perceptions regarding collegiate business communication’s role were not related to academic areas. Further research should be done to determine the basis for the differences in perceptions. 2. The 15 perception factors derived in this study should be used by collegiate business administration faculties as a basis for determining a philosophy for individual institutions so that a program can be developed to meet the individual institution’5 objectives. 3. Faculties from the business communication area and the functional areas should be involved in developing a business communication curriculum so that some agreement can be reached regarding the philosophies of business communication’s role and course content. Because of the diverse philosophies within and across academic areas regarding the role and objec- tives of collegiate business communication, a single business communication curriculum could not be constructed. 4. A study should be made to determine differences in philosophies and objectives among business communication 57 teachers and the reasons for these differences. Business com- munication teachers should strive to achieve more agreement among themselves regarding appropriate objectives for a busi- ness communication curriculum. Professional organizations, such as ABCA, may need to assume the leadership role in deter- mining these objectives. 5. A study should be made to determine differences in mar- keting teachers’ philosophies regarding business communication and to determine their opinions on what business communica- tion should be; marketing teachers should also be involved in structuring a business communication curriculum so that their suggestions may be considered. A business communication curriculum could not be proposed for the marketing subgroup, except in what it should not contain. 6. After a philosophy has been developed for business communication in each college or university, appropriate masters and doctoral programs should be developed for prepar- ing business communication teachers. Although a review of pro- fessional literature determined that no program currently exists for the preparation of prospective business communication teachers, some respondents believed that business communica- tion programs do exist. The rationale for this belief is apparent- ly based on what they consider as an appropriate educational background for business communication teachers: primarily English courses with writing emphasis and business-oriented courses which relate writing skills to business problems. NOTES AND REFERENCES 1. Thomas H. Inman, "Business Communications: A Raison d’Etre, " The ABCA Bulletin, XXXIII, No. 1, April, 1970, p. 10. 2. Rollin H. Simonds, "College Courses Executives Say They Use," The ABWA Bulletin, XXVI, No. 2, December, 1961, p. 10.

  generalrecommendationsevidence 5/5
  Keywords: business communication teachers regarding curriculum role determine differences objectives philosophies collegiate areas developed appropriate courses

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