Relevant bibliographies by topics / Business report writing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Business report writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Business report writing"

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Bukowski, Roz. "Preparing a Questionnaire for a Business Report." TESL Canada Journal 17, no. 1 (October 26, 1999): 114. http://dx.doi.org/10.18806/tesl.v17i1.884.

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In my business writing classes, I usually use imaginary situations for the writing assignments. When a real-life situation arose, I was glad to challenge my students with preparing a questionnaire to be used by the ESL program. Furthermore, the students used this questionnaire as an important part of their report assignment. The steps simulated the procedure followed in many business situations and hence helped students develop knowledge of business procedures and related language skills. The students worked through all the steps, experienced problems, solved the problems, and wrote a real business report in their writing course.
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Javed, M. Latif. "Integrating Computers in a Business Report Writing Class." Bulletin of the Association for Business Communication 54, no. 2 (June 1991): 22–23. http://dx.doi.org/10.1177/108056999105400207.

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Sharbrough, William C. "Applying Business Management Techniques to Report Writing Classes." Journal of Education for Business 63, no. 5 (February 1988): 205–8. http://dx.doi.org/10.1080/08832323.1988.10117310.

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Pant, Prem R. "Writing Fieldwork Assignment Reports." Journal of Nepalese Business Studies 1, no. 1 (August 12, 2006): 38–52. http://dx.doi.org/10.3126/jnbs.v1i1.37.

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This paper has been prepared with an objective to provide the guidelines to the BBS students to write the fieldwork report and teachers to guide their students in writing the fieldwork report. So, this paper has included formats of fieldwork report (both in English and Nepali) as prescribed by Office of the Dean, Faculty of Management, Tribhuvan University and procedures to be followed in preparing the report. Journal of Nepalese Business Studies Vol.1(1) 2004 pp.38-52
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Varner, Iris Z., and Patricia Marcum Grogg. "Business Writing with the Microcomputer: What Do Users Report?" Journal of Education for Business 61, no. 6 (March 1986): 259–63. http://dx.doi.org/10.1080/08832323.1986.10772722.

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Saragih, Doris Yolanda, and Poltak Pardamean Simarmata. "HOTS QUESTION ON STUDENTS’ WRITING ABILITY IN REPORT TEXT AT BUSINESS MURNI SADAR POLYTECNIC." Jurnal Ekonomi Dan Bisnis (EK&BI) 3, no. 2 (2020): 324–31. http://dx.doi.org/10.37600/ekbi.v3i2.194.

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This research was about applying HOTS question on students’ writing ability in report text at Business MurniSadar Polytechnic , which the problem of this research was “What extent to the students’ writing ability in report text by applying HOTS question at Business Murni Sadar Polytechnic ?” and the objective of this research was to find out the extent of students’ writing ability in report text by applying high order thinking skill (HOTS) question at Business Murni Sadar Polytechnic. The method that used in this research was quantitative research design. The population of this research was students of Business Murni Sadar Polytechnic Population of this research were 100 students. The sample of this research were 60 students with divided into 30 students as experimental class and 30 students of as control class. The analysis of this research showed that the mean score of pre-test of the experimental group was 53, 566 and control group was 54, 1. The mean of post-test of the experimental group was 82, 066 and control group was 67, 033. Testing hypothesis showed that t-test (4,0003) was higher than t-table (1,671) at level of significant 5% for two tailed test. It meant that applying HOTS Question on students’ writing ability in report text gave a good contribution. Based on the result, it can be seen that the students’ writing ability in report text increased. It meant that there was an extent (improvement) of students’ writing ability in report text by applying HOTS Question at Business Murni Sadar Polytechnic.Keywords: Host Question, Report Text, High Order Thinking Skill.
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Nathan, Philip. "Academic writing in the business school: The genre of the business case report." Journal of English for Academic Purposes 12, no. 1 (March 2013): 57–68. http://dx.doi.org/10.1016/j.jeap.2012.11.003.

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Hiemstra, Kathleen M. "Instructor and Student Perceptions of What is Learned by Writing the Business Report." Business Communication Quarterly 64, no. 2 (June 2001): 44–54. http://dx.doi.org/10.1177/108056990106400204.

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In many business communication courses students must write a business report. This study compared what business communication instructors believe their stu dents learn and what writing skills they improve by completing the assignment with what students believe they learn and what writing skills they believe are improved. Data were gathered from members of the Association for Business Communica tion and from students who have completed a business report. Instructors see greater improvement in student writing skills than do students. To close this gap, faculty should offer more explicit explanations of the assignment and of the con cepts to be learned and the skills to be improved. They should also explain the cri teria for evaluation and help students assess their writing skills and set personal goals for improvement. Questionnaires are provided so instructors can compare their own perceptions with those of their students as well as with the instructors and students from this study.
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Krajewski, Lorraine, and Gwendolyn Smith. "From Letter Writing to Report Writing: Bridging the Gap." Business Communication Quarterly 60, no. 4 (December 1997): 88–90. http://dx.doi.org/10.1177/108056999706000407.

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Elya Dasuki, Rima. "Pelatihan Pengelolaan Keuangan bagi Pengurus Koperasi di Kabupaten Purwakarta." E-Coops-Day 5, no. 1 (February 16, 2024): 103–14. http://dx.doi.org/10.32670/ecoopsday.v5i1.4195.

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Financial management is very important in cooperative business activities, considering that financial reports are a form of accountability to the management stakeholders especially to members as owners. The financial report must at a minimum describe the condition of assets, liabilities, and capital stated in the balance sheet report and transaction activities with members and non-members as well as costs incurred which are stated in the business results calculation report (PHU). Cooperative financial reports must be well understood by cooperative administrators so that they can account in writing for all cooperative business activities carried out accurately. Considering the very importance of financial reports, it is necessary to provide training in preparing financial reports on an ongoing basis. The training was held by the Purwakarta Regency Cooperatives and Small and Medium Enterprises Service.
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Dissertations / Theses on the topic "Business report writing"

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Pomerenke, Paula Jean Rutter Russell. "A business-based rationale for incorporating the process approach into university report writing courses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806865.

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Thesis (D.A.)--Illinois State University, 1987.
Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.
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Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.

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Reed, Pat. "Writer's block: A crisis in business writing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/428.

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Luse, Donna Walton. "The Extent to Which Businesses Use the Scientific Method in the Organization and Preparation of Written Business Reports." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330740/.

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The problem of this study was to investigate the extent to which businesses use the scientific method in the organization and preparation of written business reports. Data for this study were collected by the use of a questionnaire which was devised, validated, and pilot testes. Questionnaires were mailed to 50 systematically, selected members (200 total) of each of the four major group categories (banking and finance, government and education, manufacturing and utilities, and sales and services) from Region V's 1985-1986 Association of Records Managers and Administrators membership roster. One hundred six responses were received, representing a 53 per cent return. Additional information was obtained from sample records and telephone interviews.
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Murray, Sean. "Composition incorporated turbo capitalism, higher education, and the teaching of writing /." Diss., Online access via UMI:, 2007.

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Oliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.

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The purpose of this study was to determine if adult students at the College of the Rockies improved in their ability to write technical English after having studied specifically developed curriculum. The research was conducted during the winter semester (January to April 1999) at the Cranbrook, BC campus. Curriculum for the course Technical and Professional Writing 091 was developed as a project for the Centre for Curriculum, Transfer and Technology, an arm of the post-secondary education division of the government of the Province of British Columbia. Four of the units, Direct Requests, Bad News Messages, Persuasive Writing, and Reports and Proposals were tested out in the Cranbrook class via pre and posttesting of the students. As well, field observations and interviews formed an integral component of the study. The final data analysis overall improvement in the learners' ability to write technical English; in addition, each curriculum unit was scrutinized for improvement rates. Recommendations were made for further areas of study and research needed in this discipline.
ix, 81 leaves ; 29 cm.
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Ruiz, Garrido Miguel F. "Aplicaciones pedagógicas del informe empresarial en el aula del inglés de los negocios: implementación de recursos discursivos escritos en contextos de especialidad." Doctoral thesis, Universitat Jaume I, 2003. http://hdl.handle.net/10803/10434.

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La competencia comunicativa exigida en el mundo empresarial actual y el papel que el inglés juega como lengua de comunicación internacional constituyen la base de la proliferación investigadora en los géneros del inglés académico y profesional (IPA), y en especial del inglés de los negocios (IN). Este desarrollo también tiene su efecto en la producción de materiales docentes, y en menor medida en lo referente a la investigación aplicada al aula del IN. Nuestra aportación a dicho campo se fundamenta en el estudio de un género discursivo escrito particular del mundo de los negocios: el informe empresarial. Pretendemos explicar su concepción como género, así como su relevancia y aportaciones en el aula del inglés de especialidad. Demostraremos cómo este género incluye múltiples características del discurso escrito del IN y observaremos a través del estudio empírico que su implementación en el aula ayuda a desarrollar de forma pertinente ciertos elementos (macro)estructurales y discursivos.
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Trebucq, María Dolores. "The Effect of Genre-based Instruction on the Teaching of Business Report Writing." Master's thesis, 2005. http://hdl.handle.net/11086/18515.

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Maestría en Inglés con Orientación en Lingüística Aplicada
The present study investigates the application of Genre Theory to the teaching of business report writing to university students. Five instructors, three raters and five groups of learners attending the fourth semester of a six-stage Business English course participated in this study. Three intact classes were randomly selected for the experimental group (EG) and two for the control group (CG). Each group was administered a pre-test requesting learners to write a business assessment report. The EG then received a four-week instruction period following the principles of a genre-based approach. The CG underwent no treatment. After the period of instruction, a post-test requesting the same task as the pre-test was administered to both groups. Three independent raters scored the reports using a five-band scale adapted for this study. The quantitative data collected from the tests were analyzed using the Wilcoxon Rank Sums and the Cohen's Simple Unweighted Coefficient statistical tests. Scripts were also analyzed for code associations using the AQUAD.5 (Analysis of Qualitative Data) software. The information gathered was triangulated with the data provided by questionnaires administered to students and interviews held with instructors. Results support the hypothesis that genre-based instruction enhances the written production of Business English learners with an intermediate English proficiency.
Fil: Trebucq, María Dolores. Universidad Nacional de Córdoba. Facultad de Lenguas, Argentina.
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Mwani, Bukaza Loth Chachage. "Developing a model for a corporate records management system with special reference to sustainability reporting in Iringa region, Tanzania." Thesis, 2005. http://hdl.handle.net/10413/1932.

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Kekana, Tebogo Johannes. "Workplace English writing needs : a case study of perceptions and experiences of police constables at selected police clusters in the Gauteng Province, South Africa." Thesis, 2015. http://hdl.handle.net/10500/19685.

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Writing proficiency in the English language is one of the critical workplace competencies required in the police workplace. The aim of this study was to investigate and determine the perceptions and experiences of South African police constables’ workplace English writing needs in selected police clusters in the Gauteng province, South Africa and recommend suitable strategies to address those needs. Therefore this thesis reports on workplace English writing needs from a professional perspective to determine how they impact on the workplace English writing competencies of police constables and also as a basis for the development of a language-integrated learning curriculum in SAPS police training academies. Data was collected through a questionnaire and interviews with selected sample of the respondents. This data was collected on: their perceptions of their workplace English writing competencies, the areas within English writing which they consider to be a challenge, their perceptions about the extent to which the SAPS training programme addresses police officers’ workplace English writing needs and their suggestions regarding the type of SAPS training programme which can enhance their workplace English writing competencies. This study was prompted by concerns from various research studies and media which reported that police officers have inadequate English writing competencies. Among other things, the study found that the absence of an English writing course in the Basic Police Development Learning Programme contributes significantly to the inadequate workplace English writing competency of police constables in South Africa. The lack of awareness of the importance of other writing sub-skills such as punctuation, word classification and correct capitalisation, contributes to police constables incompetence. This research underscores the importance of police constables’ workplace English writing research on a large scale. Such research can be used for improved pedagogy in police training academies in South Africa. Finally, the findings from this study can also be used as a basis for the development of language-integrated learning curricula in the South African police training academies and also to foster awareness about different factors impacting on the workplace English writing competencies of police constables in South Africa.
English Studies
D. Litt et Phil. (English)
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Books on the topic "Business report writing"

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Bowman, Joel P. Business report writing. 2nd ed. Chicago: Dryden Press, 1988.

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Bowman, Joel P. Business reportwriting. 2nd ed. Chicago: Dryden, 1988.

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Lesikar, Raymond Vincent. Report writing for business. 8th ed. Homewood, IL: Irwin, 1991.

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Lesikar, Raymond Vincent. Report writing for business. 7th ed. Homewood, Ill: Irwin, 1986.

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Lesikar, Raymond Vincent. Report writing for business. 9th ed. Chicago: Irwin, 1995.

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Lesikar, Raymond Vincent. Report writing for business. Boston: Irwin/McGraw-Hill, 1998.

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Kuiper, Shirley. Contemporary business report writing. 4th ed. Australia: South-Western Cengage Learning, 2009.

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Wheatley, Doris M. Report writing. London: Penguin Books, 1988.

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Kuiper, Shirley. Contemporary business report writing. 2nd ed. [Cincinnati, Ohio]: South-Western College Pub., 1999.

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Wells, Walter. Communications in business. 5th ed. Boston: PWS-Kent Pub. Co., 1988.

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Book chapters on the topic "Business report writing"

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Aityan, Sergey K. "Writing Research Report." In Classroom Companion: Business, 461–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-76857-7_22.

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Reid, Michelle. "Business plans, project proposals and dissertations." In Report Writing, 73–78. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-37656-4_4.

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Reid, Michelle. "Business plans, reflective placement reports, project proposals and dissertations." In Report Writing, 85–97. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-352-00304-8_4.

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Hunziker, Stefan, and Michael Blankenagel. "Writing up a Research Report." In Research Design in Business and Management, 53–84. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-34357-6_4.

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Hunziker, Stefan, and Michael Blankenagel. "Writing up a Research Report." In Research Design in Business and Management, 53–84. Wiesbaden: Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-42739-9_4.

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Fet, Annik Magerholm, and Magnus Sparrevik. "Reporting Schemes." In Business Transitions: A Path to Sustainability, 89–100. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-22245-0_9.

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AbstractThis chapter gives an overview of different reporting schemes which can be used by companies to communicate their environmental, as well as their sustainability, performance. Connections between different reporting schemes, underlying data and the CapSEM Model are explained. The most common sustainability reporting schemes are described within the context of their intended use by the reporting organization. The chapter also addresses the content for writing a sustainability report together with the use of tools and performance indicators to present quantitative information.
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Marsh, Charles, David W. Guth, and Bonnie Poovey Short. "Business Reports." In Strategic Writing, 309–14. Fourth edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315178035-67.

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Marsh, Charles, David W. Guth, and Bonnie Poovey Short. "Business Reports." In Strategic Writing, 328–32. 5. | New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003019701-67.

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Bailey, Stephen. "Reports and Executive Summaries." In Academic writing for international students of business and economics, 247–51. 3rd edition. | Abingdon, Oxon; New York: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429299278-5_4.

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Alessi, Glen Michael. "Standardizing the Language of Corporate Internal Investigative Reports: Linguistic Perspectives on Professional Writing Practices." In The Ins and Outs of Business and Professional Discourse Research, 225–45. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137507686_12.

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Conference papers on the topic "Business report writing"

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McKenzie, John. "The Educational Tracks of "The Making Statistics More effective in Schools of Business" Conferences." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93205.

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Statistical instruction is, and has always been, an important component of both graduate and undergraduate business schools in the United States. Most of these schools require at least one course in applied statistics. In the middle of the 1980s a small group of faculty members felt that there was a need to examine the content and delivery of such courses (and the use of statistics) at their schools. These concerned faculty members organized a conference at the University of Chicago in 1986 to discuss these issues. Based upon the success of the first conference, there now have been seven additional annual "Making Statistics More Effective in Schools of Business" (MSMESB) conferences. The last conference was held at the University of Minnesota. From the first conference that included workshops on industry perspectives on the curriculum; the basic statistics course; quality control, quality and productivity improvement, and accounting, finance, marketing, production, and other areas in business schools, there has always been an educational track at these conferences. The 1993 teaching and curriculum track had workshops on learning styles, improving students' writing and oral presentation skills, cooperative learning, and field projects. In this report the author, who is a member of the conference's planning committee, describes and summarizes all of the educational tracks of these eight conferences. In addition, he discusses the impact of these conferences on statistical education at business schools. He mentions the numerous benefits from attending such conferences for any group of statisticians. Finally, he reports on the plans for the 1994 conference to be hosted by Rutgers University.
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Honda, Hiroshi, and Shuichi Fukuda. "Industry Focused Courses Utilizing Collaborative Learning Approach." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-55237.

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Industry focused, full semester Courses A “Industry and Information Systems” and B “Overview of the Market and Introduction to Marketing” are lectured by the lead author at Tokyo Metropolitan Institute of Technology (TMIT). In these courses, overview of the global and Japanese economies and trends of each industry sector are introduced by the lecturer. Students are assigned to write a report on a specific industry sector, a specific market and other related topics of his or her interest, and opportunities for presentation and discussion on their draft reports with their classmates and the lecturer are given toward the end of the semester. Apart from these courses, a full semester Course C “Evolution of Industry, Business and Engineering Practice in the Global Economy,” utilizing collaborative learning approach, was proposed by the lead author in 1998, and was partially taught at American and Japanese universities, utilizing the Proceedings of the ASME Engineering & Technology Management Group Symposia at IMECE 2000–2002.1)–3) The surveys were conducted concerning the student’s interest of industry sectors, lecture topics, and international topics both at the beginning and at the end of the semester. In addition, surveys to sense students’ new discovery from lectures for all course modules and those to sense useful knowledge in their career planning and in general were conducted at the end of all classes. The results of surveys show that students found the discussion opportunities valuable to gain broader perspectives and insights into their own subject of study when writing their reports, by learning what their classmates are studying and from classmates’ comments. This paper also discusses what motivates students in learning, what influences students’ general, specific, and career interests, and how students’ interests may change from the beginning to the end of the semester for which these courses are given.
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Berkhout, Matthijs, Sam Leewis, and Koen Smit. "Translating business process models to class diagrams." In Enabling Technology for a Sustainable Society. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-362-3.22.

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Choreography of business processes can track messages between different services. At the time of writing, there are no guidelines to draw a UML Class Diagram from the Business Process Choreography. This paper reports an experiment using a set of guidelines. Objective: Evaluate the subjects’ performance and perceptions when applying the BPc2Class-guidelines and BPc2Class-discovery process. Method: To measure the performance and user perception of both ways of mapping the processes, a comparative experiment was conducted with 38 subjects. The subjects, being master students, solved a process case in the first session and a guidelines case in the second session. A survey was filled in by the subjects to measure the user perception variables. Results: The results indicated that the guidelines showed significantly better results in five out of the six measured variables. Conclusion: Based on the findings and limitations of this research the use of guidelines looks promising, but future research is necessary to further generalize the conclusion.
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Sutinwong, Nichtawan. "An analysis creative genre writing of Thai adolescent learners in terms of their knowledge of information reports genre." In 2018 5th International Conference on Business and Industrial Research (ICBIR). IEEE, 2018. http://dx.doi.org/10.1109/icbir.2018.8391264.

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Manresa Matas, Alba, Jasmina Berbegal-Mirabent, and Dolors Gil-Domenech1. "Challenging students to develop work-based skills: A PBL experience." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11108.

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In today’s changing world the skills and habilities required for getting a job are rapidly changing. New trends such as globalization, data science, artificial intelligence and the never ending expansion of information and technology communications are changing the demands of the labour market. Accordingly, new skills are needed in order to succeed and get a job. As noted by the OECD, educators’ challenge lies in helping students develop their unique capacity to create, innovate and add value, skills that distinguish humans from machines. With this aim in mind, this study reports the results of a challenge-based activity (based on project-based learning) targeted to undergraduate students in Business Administration. The results reveal a positive impact of the methodologies on students’ learning process, their satisfaction and a positive improvement on a series of skills, namely teamwork, writting and oral skills, digital skills, capacity to identify and solve problems, capacity to work autonomously, analytical capacity and capacity to think critically
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Milanovic, Ivana, and Tom Eppes. "Application Building in Undergraduate Courses With a Simulation Component." In ASME 2016 Fluids Engineering Division Summer Meeting collocated with the ASME 2016 Heat Transfer Summer Conference and the ASME 2016 14th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/fedsm2016-7844.

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The undergraduate engineering curriculum at our institution is replete with both problem-based and project-based learning components. This paper focuses on the third and most complex methodology needed to prepare students for a successful career in engineering: inquiry-based learning (IBL). With IBL, students learn with the aid of mentoring how to develop and answer a research question. However, IBL requires a significant time-investment, both in and outside the classroom. This is one of the teaching challenges within lecture-based thermo-fluids courses, where the coverage of required material does not allow much time for both IBL and development of field-specific simulation skills. Additional challenges include the reliance on mathematical tools that often hamper student understanding of the underlying phenomena and difficulty in providing immersive and exciting visuals that support in-depth learning. An IBL component was incorporated into a simulation-based design in two successive junior year courses: fluid mechanics and heat transfer. Both courses were modified to contain scaffolded and contextualized simulations with application building that develop: (a) technical competency by developing modeling skills, (b) deeper understanding of thermofluids by solving realistic technological problems, and (c) writing skills by producing technical reports for each simulation. Companies are increasingly using simulation applications to extend the benefits of product and process models beyond engineering to other internal business functions such as manufacturing, product development, and sales technical support. Applications involve creating a simplified interface that still contains the full efficacy of the underlying model without having to expose the end user to its complexity. An ‘Application’ building component adds a new skillset that further strengthens our program graduates. Consequently, supported by mentoring, students now integrate prior skills into an independent research initiative. They propose, plan and execute a design that is of their interest, relevant to the course topics, and suitable in rigor. In parallel with skillset and technical knowledge building, strategies and resources are introduced to engage students in a research topic of their choosing. This process includes preparing a statement of work, reviewing relevant literature, completing a technical study, and documenting the results. The results to date are presented along with some examples of student projects.
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