Evaluating students’ perceptions of a scenario-situated business communication course

Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). Secondly, tasks in Business English textbooks tend not to bear much resemblanc...

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Autor principal:	Siriol Lewis
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	written business communication intertextuality grounded theory. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/0c51aad7747540e59fedab9448dd4853
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spelling	oai:doaj.org-article:0c51aad7747540e59fedab9448dd48532021-11-29T14:02:22ZEvaluating students’ perceptions of a scenario-situated business communication course10.47408/jldhe.v0i16.5461759-667Xhttps://doaj.org/article/0c51aad7747540e59fedab9448dd48532019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/546https://doaj.org/toc/1759-667X Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). Secondly, tasks in Business English textbooks tend not to bear much resemblance to those of a work environment (Bremner, 2010; Evans, 2013). This paper discusses an optional written business communication course open to international postgraduate business school students. Although the course is worth ten credits, it can only be used for a separate award, not part of their degree programme. The course focuses on the use of appropriate register, Business English vocabulary and intertextuality, as these features have been identified as pivotal to successful written business communication (Evans, 2013). A short questionnaire was distributed to the students towards the end of course to elicit their perceptions of the usefulness of the course. Consisting of two closed questions and one open question, data was then coded using constructivist grounded theory (Mills, Birks and Hoare, 2014), from which themes emerged providing valuable and unexpected feedback. The primary finding was that the course appeared to have alerted students to the importance of the business writing genre, resulting in an overwhelming request for more instruction. Siriol LewisAssociation for Learning Development in Higher Education (ALDinHE)articlewritten business communicationintertextualitygrounded theory.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	written business communication intertextuality grounded theory. Theory and practice of education LB5-3640
spellingShingle	written business communication intertextuality grounded theory. Theory and practice of education LB5-3640 Siriol Lewis Evaluating students’ perceptions of a scenario-situated business communication course
description	Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). Secondly, tasks in Business English textbooks tend not to bear much resemblance to those of a work environment (Bremner, 2010; Evans, 2013). This paper discusses an optional written business communication course open to international postgraduate business school students. Although the course is worth ten credits, it can only be used for a separate award, not part of their degree programme. The course focuses on the use of appropriate register, Business English vocabulary and intertextuality, as these features have been identified as pivotal to successful written business communication (Evans, 2013). A short questionnaire was distributed to the students towards the end of course to elicit their perceptions of the usefulness of the course. Consisting of two closed questions and one open question, data was then coded using constructivist grounded theory (Mills, Birks and Hoare, 2014), from which themes emerged providing valuable and unexpected feedback. The primary finding was that the course appeared to have alerted students to the importance of the business writing genre, resulting in an overwhelming request for more instruction.
format	article
author	Siriol Lewis
author_facet	Siriol Lewis
author_sort	Siriol Lewis
title	Evaluating students’ perceptions of a scenario-situated business communication course
title_short	Evaluating students’ perceptions of a scenario-situated business communication course
title_full	Evaluating students’ perceptions of a scenario-situated business communication course
title_fullStr	Evaluating students’ perceptions of a scenario-situated business communication course
title_full_unstemmed	Evaluating students’ perceptions of a scenario-situated business communication course
title_sort	evaluating students’ perceptions of a scenario-situated business communication course
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/0c51aad7747540e59fedab9448dd4853
work_keys_str_mv	AT siriollewis evaluatingstudentsperceptionsofascenariosituatedbusinesscommunicationcourse
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Evaluating students’ perceptions of a scenario-situated business communication course

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