Education Catering for Professionals’ Communication Needs on the Global Labour Market
This article focuses on the modalities in which education could improve the specific functioning of language in business engineering communication contexts, on the global labour market. The research investigates students’ skills and English resources used in business actions. The spectrum is wide and includes: discourse in economics; managerial communication; tech-mediated dialogues in business; professional sublanguages in advertising and marketing, public relations, sales techniques; business rhetoric (leaders’ speech, argumentative or persuasive strategies for presentations, conducting meetings and negotiations, as well as the application of idiom resources in motivating, problem-solving, brainstorming, teambuilding, staff selection and appraisal. Preparing students as future professionals for the global labour market requires building the adequate skills for coping with the challenges posed by the business speech and its delicate feedback; with drafting business correspondence and contracts; and with the strategies of exploiting the resources of the business media. Both undergraduate and graduate education will facilitate the acquisition of the academic language of business, economics and management, used in textbooks and research, lectures, case studies and training, as well as in consulting on business topics. The intercultural dialogue is encouraged, including the study of foreign languages for business purposes at the workplace in multinationals.
Keywords: Entrepreneur communicationglobal job marketintercultural business dialoguecorporate formal stylesmultinationals
The current research was designed as a 75-item questionnaire analysed by SPSS. The target group
was made out of 237 third-year students of the Faculty of Management and Economics Engineering in
Agriculture and Rural Development within the University of Agronomic Studies and Veterinary
Medicine in Bucharest, Romania. Those included in the investigation envisage an entrepreneur career
and opted for a major in Management Engineering in Catering and Agri-Tourism. The aim of the study
was identifying improvement modalities for entrepreneur education in specific areas of English
communication functioning in business engineering contexts, on the global labour market.
For successful entrepreneurship on the global job market, as fast-evolving and ever-changing as it is
nowadays, professors keep in step with the latest developments in attractive, active and modern
teaching-learning communication skills in business engineering for the aspiring trainees in tertiary
Questionnaire structured on key investigated areas
Skills cultivation in academic entrepreneur education must primarily focus on business discourse,
corporate and managerial communication; tech-mediated dialogue in business; professional sub-
languages (those of banking, trading, accounting, manufacturing, and administration); advertising and
marketing, public relations, special techniques in sales (including methods of psycho-verbal
manipulation); business rhetoric (leaders’ speech, argumentative-persuasive strategies for carrying out
presentations, conducting meetings and negotiations, as well as implementing idiom resources in
motivating, problem-solving, brain-storming, teambuilding, staff selection and appraisal as core
domains in the economic life.
Results and interpretation
The questionnaire intended to reveal distinctive characteristics in these areas, namely in logical
thinking traits (Adler, 1983) conveyed in clear discourse, persuasive-motivational talk, adapting speech
to the envisaged audience, keeping dialogues to the point, within negotiated limits and achievable
objectives, enhancing teamwork, getting and prioritising data for decision-making, actively seeking
opportunities to build responsibility and initiative (Beamer, 2008).
discourse (left, red, 27%) and entrepreneur problem solving (right, red, 29%). Using creativity and
initiative in alternative solutions is in step with planning and negotiating effectively, both in blue, 38%
to 32% respectively. In point of discourse flexibility in adapting goals to changing situations (right,
green 16%), it emerges as commensurate with the cumulated 17% (green + yellow, left) representing a
positive attitude to failure and exploring new communication channels, persevering in delivering the
message. The 9% (grey left) stand for differentiating between practical and impractical solutions, a
positive correlation with the 8% in purple (right) representing the skill of handling objections to
arguments and making concessions to reach agreement.
(blue, right) and entrepreneurs’ gathering, analysing and arranging information in logical sequences
blue, left (consistent with Cismas et al, 2015, p. 78). Entrepreneurs’ ability to prioritise information for
producing concise summary notes (11% pink, left) confirms related skills of clarifying and
summarising interlocutors’ speech (17.5% yellow, right). Helping others identify problems (8.5%
purple, left) is in step with the ability to clarify and summarise (Cismas et al, 2015, p. 134) what others
are saying (8.9% green, right). Setting achievable goals (Cismas et al, CESC2015), managing time
effectively by using action planning skills (Cismas et al, CESC2015), setting priorities as most im-
portant/urgent and identifying steps to meet goals cannot exist without entrepreneurs communicating
effectively under pressure (Cismas et al, SIM2015).
In the light of these results professors seek compliance with EU CEFR Competence standards.
Digital literacy together with professional communities of hands-on practice in this area will perfect
relevant abilities (Livesey, 2002) to be mastered by all categories involved in the contemporary
dynamic study process targeted at constantly shifting realities in the economic field. Testing and
assessment enhance responsible and efficient autonomous learning for holistic career development,
aiming at enforcing pluri-lingual, inter-cultural and inclusive approaches for all the staff members and
the entrepreneurs we are preparing.
The intercultural business dialogue is encouraged, including the teaching and learning of foreign
idioms for business purposes, as well as language at the workplace in multinationals. Preparing
students as future professionals for the global job market requires building the adequate skills for
coping with the formality and indirectness of the business speech and its delicate feedback; with
drafting business correspondence and contracts; and with the strategies of exploiting the resources of
the business media.
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VolumeEpSBS / Volume 15 - WLC 2016