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Are business schools adequately preparing graduates to be ready for the interactions that they will face in the professional world? Some studies and research have found that they are not prepared for these interactions and that graduates lack these communication skills (Stevens, 2005). A recent study of the top business schools in Korea measured the existence of business communication programs in higher education. It concluded that more courses in business communication as a required element are needed (Chang, Park, & Cho, 2018). This study also discussed the need for curriculum development to focus on the consumer, i.e., the students and the industry at large (Chang et al., 2018, p. 38). For instructors who teach business classes in higher education, this becomes a challenge if the state quo class style is based on the lecture and exam model of learning. However, there are other methods of instruction that can be easily used instead of or as a supplement to current course designs. These alternative methods have ample research to support the use in the classroom. Using this research as evidence, it can serve as an advocate for instructors to modify their pedagogies to include these engaging and alternative tasks and assignments in their classes. This pedagogical modification towards active learning may also benefit students by helping boost their communication competency assessments at the end of a semester. When active learning activities are used in combination with reflective learning, classes become even more useful for learners. These techniques for interaction and reflections, not only assist in aiding learners with higher scores but are a safe way to practice communicating professionally by using critical and reflective thinking while still in school and receiving feedback on it, i.e., before it can negatively affect a company’s bottom line. This paper will establish the need for a research and learner-based approach to higher education course building, define reflective and active learning, and outline the technique called Jigsaw as one technique to illustrate ways to implement these alternative and research-based classroom approaches.

Active Learning for Business Communication Competencies: Modifying Teaching Practices and Pedagogies in Higher Education