Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Managing the Large Business Communication Class

Managing the Large Business Communication Class the Business Managing Large Communication Class Marie E. and Maurice L. Crawford Flatley San State Diego University in the late a resources from low-enrollment to Starting 1950s, Sputnick triggered programs aug- national toward our mathe- ment demand redistribution is not surge strengthening high areas, matical and scientific education from K-16. From a alternative in the short run. good until the then late 1970s we were a and While recent research tend to growing findings support affluent that our an educa- small enrollment classes as more effective society provided youth being tional bonanza. The memories of the than enrollment the gnawing large classes, simple pressures 30s behind and to of limited financial and student depression-ridden lay us, entry support increasing American our market was smooth demand in business seem to tell us that at least in employment silky for most of our the short run we need to find effective of college-educated youth, regardless ways of academic classes to our fac- major. using large-enrollment optimize student demand for in business resources. Yet, majors ulty in the late and declined, 1950s percentagewise, 1960s-a difficult-to-understand early phenomenon for This decline as America strived to THE PRO’S AND CAUTIONS many. began meet and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ABCA Bulletin SAGE

Managing the Large Business Communication Class

ABCA Bulletin , Volume 46 (1): 3 – Mar 1, 1983

Loading next page...
 
/lp/sage/managing-the-large-business-communication-class-FFlTje6UBG
Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-0383
DOI
10.1177/108056998304600103
Publisher site
See Article on Publisher Site

Abstract

the Business Managing Large Communication Class Marie E. and Maurice L. Crawford Flatley San State Diego University in the late a resources from low-enrollment to Starting 1950s, Sputnick triggered programs aug- national toward our mathe- ment demand redistribution is not surge strengthening high areas, matical and scientific education from K-16. From a alternative in the short run. good until the then late 1970s we were a and While recent research tend to growing findings support affluent that our an educa- small enrollment classes as more effective society provided youth being tional bonanza. The memories of the than enrollment the gnawing large classes, simple pressures 30s behind and to of limited financial and student depression-ridden lay us, entry support increasing American our market was smooth demand in business seem to tell us that at least in employment silky for most of our the short run we need to find effective of college-educated youth, regardless ways of academic classes to our fac- major. using large-enrollment optimize student demand for in business resources. Yet, majors ulty in the late and declined, 1950s percentagewise, 1960s-a difficult-to-understand early phenomenon for This decline as America strived to THE PRO’S AND CAUTIONS many. began meet and

Journal

ABCA BulletinSAGE

Published: Mar 1, 1983

There are no references for this article.