Introduction to the Special Issue---Communicating Beyond the University: The Asian Workplace

Abstract

Workplace communication has been studied and discussed by academics and practitioners for decades. However, since the 1960s and 70s, technological advancements have transformed the way we communicate. While letters were once the primary form of workplace communication, we have transitioned to emails and, more recently, a combination of emails and social media. Technology has indeed made communication faster and more efficient. Generative artificial intelligence (genAI) tools, in particular, have introduced a new dimension to how we approach drafting workplace correspondence. Many people now rely on these tools to brainstorm, draft, and revise their workplace documents. Additionally, there are applications available to support presenters in creating presentations. These advancements raise questions about the essence of workplace communication and the reasons for teaching it to students. New technologies and applications are not the only sources prompting inquiry into the role of workplace communication within higher education curricula. Dubinsky and Getchell (2021) trace the development of disciplines like business communication and technical communication in the context of U.S. universities. They highlight the challenges and complexities in defining the boundaries of these courses, which may have contributed to their disappearance from English departments, where they have traditionally been offered. More than two decades ago, when the teaching and learning of professional communication in higher education were on the rise, Faber (2002) called for a review of its definition. He argues that we need to “carefully define what is professional about professional communication and how professional communication is distinguished from other forms of workplace writing” (Faber, 2002, p. 307). He further contends that for research in this field to hold a significant place in university curricula, robust theoretical frameworks and foundations must be established. This would ensure that the identity of professional communication is distinct and clear, subsequently informing practice. In the Asian context, these courses are typically included in the curriculum offered by ESL/EFL and ELT departments, or, in some cases, by business schools. The rationale for ELT and related departments offering these courses likely stems from their focus on the teaching and learning of English. Students who enrol in these courses prepare themselves for the demands of working in a globalised environment where English is commonly used as the language of communication. Consequently, intercultural communication and understanding cultural nuances have become important considerations for effective workplace communication, as has communication within teams of individuals spread across diverse parts of the world in the increasingly internationalised corporate context. How can workplace communication educators appropriately and effectively develop, enhance, and revise their courses while engaging in upskilling to remain relevant, especially in today’s globalized, multicultural, and AI-driven environment? For clarity, in this special issue, the terms professional, business, workplace, and technical communication refer to interactions that occur in the workplace or within various industries.

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