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The authors describe a component of Babson College's master of science in accounting program that links a technical analysis course with writing and oral communication courses to provide students with skills necessary to efficiently manage group-centered projects and effectively communicate technical information. Initial quantitative and qualitative results suggest that student outcomes are positive. The authors believe that their pedagogy can also be applied in other technical fields such as economics, engineering, statistics, and other quantitative disciplines.

Two online collaborative assignments that connected students in courses at Unitec, New Zealand, and Baruch College, City University of New York, are the focus of this article. For the first assignment, small, blended groups used five different online techniques to explore topics being discussed in an intercultural communication course at each university. In the second assignment, student teams discussed a case study posted online and produced a collaborative report on their findings. Both assignments were designed to enhance student learning in business communication through computer-mediated communication (CMC) and diverse team building. In this article, the authors first discuss their rationale and goal for this online collaborative project. They then describe how they implemented and evaluated the two assignments, and summarize student recommendations for further replication.

Describes the design and delivery of a graduate management course that explores the impact of cultural variation and identity on business communication in a global setting. Begins with a rationale that reviews current market conditions and pedagogical imperatives for business students, continues with an overview of course objectives and design features, and concludes with a discussion of learning outcomes. (SG)

Considers four choices that a program developer must make when designing the communication component of a Masters of Business Administration program. Describes how one program optimized these choices in an integrated program in which the curriculum is built around stages in the business development cycle. Discusses challenges of embarking on an integrated project and suggests strategies for meeting them. (SR)