English for Business Career (EBC) courses

Description

The International Business Career (IBC) major was established in the Department of International Communication. A primary attraction of the IBC major for prospective students is that they can study both business and the English language.

In the IBC major, four English for Business Career courses (EBC 1, 2, 3, 4) were created. Knight (2014) describes the development of those courses. The EBC courses were originally designed so that students would take them in order from EBC 1 to EBC 4. (See below the focus and learner’s role in each course as adapted from Knight, 2014, p. 12). The aim was for students to experience each business role in succession, starting with the role of company employee and finishing with the role of business founder. Accordingly, the Leadership Seminars complement the EBC courses.

EBC 1 

Focus: Business communication

  • Business communication in the office (meeting people, telephoning, company performance)
  • Business meetings (based on short business case studies; human resources, marketing, investment)
  • Personal accomplishment stories (in preparation for job interviews or study abroad; situation, action, result)

Learner’s role

  • Student in business communication class
  • Learner
  • Prospective employee
  • Employee

EBC 2

Focus: Business strategy

  • Business case studies (for native English speakers)
  • Materials (PowerPoint presentations and business case studies; marketing, operations, people, finance, strategy, external development)
  • Activities (selecting case studies, making presentations, leading discussions of case studies in class)

Learner’s role

  • Student in business case study class
  • Teacher
  • Manager

EBC 3

Focus: Business management

  • Onsite and online business management simulation.
  • Students are owners of small businesses and must make strategic decisions concerning business operations.
  • Students learn about financial statements (balance sheet, income statement, cash flow statement), strategic management, and business ethics.
  • Students work in teams to make business decisions and deliver presentations about company performance.

Learner’s role

  • Student in business simulation class
  • President
  • Partner
  • Business owner

EBC 4

Focus: Business creation

  • Students learn about the important factors in making a business plan by conducting research and making team presentations.
  • Students learn about organizations in the U.S. that support business start-ups.
  • Students compete to put together the best business plans and make team presentations.

Learner’s role

  • Student in business entrepreneurship class
  • Partner
  • Business founder

References

Knight, K. (2010). Teaching intellectual property English creatively. [PowerPoint presentation]. Nagoya, JA: JALT 2005.

Knight, K. (2011a). Teaching intellectual property (IP) English creatively. In A. Stewart (Ed.), JALT2010 conference proceedings (pp. 619-626). Tokyo, JA: JALT.

Knight, K. (2011b). Teaching business skills and ethics through airline management simulation. The Journal of Kanda University of International Studies, 23, 49-73.

Knight, K. (2012). Teaching business case studies through PowerPoint presentations. The Journal of Kanda University of International Studies, 24, 1-28.

Knight, K. (2013). Global resources in ESP: Kickstarter!. TESOL Blog. Alexandria, Virginia: TESOL International Association.

Knight, K. (2014). Preparing undergraduate students in Japan for the global workplace through four EBC courses. Professional and Academic English, 42, 8-14.

Knight, K. (2015). Teaching business English and project leadership with Shark Tank. TESOL Blog. Alexandria, Virginia: TESOL International Association.

Knight, K. (2015). Using an entrepreneurship video for interview training. TESOL Blog. Alexandria, Virginia: TESOL International Association.

Knight, K. (2016). Conducting professional communication training with Kickstarter. The Journal of Kanda University of International Studies, 28, 233-252.

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