Learning From Our Stakeholders: Using Research to Redesign a Business Writing Course

1. Learning From Our Stakeholders: Using Research to Redesign a Business Writing Course Barbara J. D’Angelo, Ph.D. Otis White Association for Business Communication November 1, 2008

2. Background • TWC447 Business Reports • Required course for Morrison School of Management and Agribusiness majors, Arizona State University Polytechnic • Housed in Multimedia Writing & Technical Communication Program, • Spring 2007 request to revise course from Morrison School Barbara J. D'Angelo, November 1, 2008

3. Why revise: Growth • Spring 2001 • 2 sections • On campus only • 46 students • Fall 2008 • 8 sections • On campus, hybrid, online • 172 students Barbara J. D'Angelo, November 1, 2008

4. Why revise: Concerns • Content inconsistent across sections • Inappropriate(?) assignments • Non-business writing genres • Duplication with Morrison School courses • Problems(?) with textbook • Misleading course title Barbara J. D'Angelo, November 1, 2008

5. Why Revise: Opportunity • Improve course design and delivery • Ensure consistency across sections • Enhance visibility in Morrison School • Student engagement through writing • Assessment • Data for cross-section course review • Data for Morrison School accreditation Barbara J. D'Angelo, November 1, 2008

6. Why Use Research to Revise? • Meet stakeholder needs • MWTC administration & instructors • Morrison School Director of Student Engagement • Morrison School faculty • Students • Industry constituents Barbara J. D'Angelo, November 1, 2008

7. Summer 2007: Research Methods • Wiki for faculty feedback • Review of course syllabi 2004-2007 • Review course requirements for other business administration/management programs nationally • Review of current and potential textbooks • Focus groups with industry representatives Barbara J. D'Angelo, November 1, 2008

8. Wiki Results • Skills/abilities needed • Grammar • Formatting and style conventions • Morrison School faculty: need more rigor in own courses • Collaboration wanted • Linked courses • Focus groups, brown bags, more wikis Barbara J. D'Angelo, November 1, 2008

9. Syllabi Review • 11 syllabi and assignments Fall 2004 to Spring 2007 • Lack of assignment consistency • 22 different genres taught • Some sections very little business writing • Inconsistent communication on syllabi • Course description and policies inconsistent • Grading criteria not always clear • One did not include instructor contact information Barbara J. D'Angelo, November 1, 2008

10. Review of AACSB Programs • 54 Association to Advance Collegiate Schools of Business-accredited institutions reviewed • 41 require at least one upper level course • 3 others require upper level writing intensive course • 10 do not require writing/communication beyond first year composition • Several offer other services • Business writing peer tutors • Workshops, style guides Barbara J. D'Angelo, November 1, 2008

11. Textbook Review • Current text: Business and Administrative Communication • 14 potential texts reviewed • 4 texts selected for further review • Fit for the redesigned course Barbara J. D'Angelo, November 1, 2008

12. Industry Focus Groups • 13 participants in 2 groups • Morrison School advisory board members • Insurance, city/county government, banking, real estate, consultant, law • 2 directed questions • Rank skills/abilities needed of new graduates • What types of writing (genres) do new hires do most often? • Open-ended questions Barbara J. D'Angelo, November 1, 2008

13. Trends From Focus Groups • Most important for students to learn: • Professionalism and style • Content (research and communicate information) • Audience awareness • Grammar discussed as credibility issue • Learning formats not critical • Most train in company-specific formats, templates, or conventions • When and why use genres more important than formatting Barbara J. D'Angelo, November 1, 2008

14. Course Redesign Part 1Spring 2008 • TWC347 Written Communication for Managers • Emphasis on management communication • Standardized syllabus and assignments • Enforce consistency across sections • Role play: students as CEO of own business • Engage the students • 5 core units: most identified by focus groups • Correspondence • Meeting documents • Policies/procedures • Proposal • Short report Barbara J. D'Angelo, November 1, 2008

15. Course Redesign Part 1Spring 2008, cont. • Manager Round Tables • Student led discussions • Audience analysis, drafts and peer review for each unit • New texts • Customized edition Business Communication Today (Bovee & Thill) • Business Writers’ Handbook (Alred) Barbara J. D'Angelo, November 1, 2008

16. Ongoing Data GatheringSpring 2008 • Faculty forum • Discussion board for sharing information • Feedback on how course is going • Student feedback • Last Manager Roundtable • Portfolios • Tested in one section Barbara J. D'Angelo, November 1, 2008

17. First Semester Results • Some success • Role playing • Manager round tables • Core units, in general • Business Writers’ Handbook • Some negatives • Some instructors felt limited • Student reception of peer reviews was mixed • Not enough “models” Barbara J. D'Angelo, November 1, 2008

18. Using the DataFall 2008 • Keep core units but re-organize • More time for first-week orientation • Shuffle order of the units • Provide additional help • Additional instructions for assignments • Standard Blackboard shell for all sections • Add portfolios to all sections for assessment • Instructors more familiar with course structure Barbara J. D'Angelo, November 1, 2008

19. Using research • Brought cross-section consistency • Identified employer needs and perspectives • Balanced instructor perspectives • Enhanced visibility with constituents • Internal: Morrison School faculty • External: industry constituents • Established assessment strategy • Increased student engagement? • Improved student writing? Barbara J. D'Angelo, November 1, 2008

20. Questions? Contact information: bdangelo@asu.edu Barbara J. D'Angelo, November 1, 2008