In this issue: Communication instruction in MBA programs. (Focus on Teaching).

Communication instruction in MBA programs regularly appears as a topic of articles in this journal, but it is not one that has been specifically addressed in this column. With this issue, we correct that oversight. In the call for articles, we asked readers to reply to the question of differences

In the first of five articles, Robert Stowers and Randolph Barker directly answer the question this column poses. As one of their headings states, MBA students are different; therefore, teaching methods, course content, and assignments should be different as well. Drawing upon their thirty years of combined experience, they offer ten tips for teaching such courses and students.

For instructors in traditional managerial communication classrooms, Linda Cresap's article describes a reading and discussion assignment that combines several critical course objectives and includes as well a valuable list of suggested titles. For instructors of online courses, her article also discusses adapting that assignment for an electronic learning environment.

With a detailed description of their MBA Capstone Experience, Dale Cyphert's article echoes the recommendations made by other authors in this column. Courses that integrate business communications skills with "real world" applications create the most productive learning experience.

Like the other authors in this column, Geraldine Hynes draws upon her experience with executive MBA students to provide detailed instructions for three specific classroom activities and assignments that have proven successful with her students; they include the Memo Makeover, the Diversity Game, and Voting for Dollars.

To close this column, Deborah Barrett, in her article on the MBA program at Rice University, summarizes the advice that runs throughout all the articles. The most successful managerial communication courses tailor their content, assignments, and classroom activities to this specific student population. The keys to success are focusing on the development of individual skills, using integrated team instruction, and constantly evaluating the success both of the students and of the program.