BUS 765 - Persuasive Academic Presentation Skills

Molly Epstein, Ph.D., Associate Professor in the Practice of Management Communication

Original ideas fuel the academy. As a PhD student, your ability to articulate, present and defend your theories influences your success both as a students and a professor. There are direct linkages between the quality of communication and the persuasiveness of that communication (Shelby, 1998). Persuasive Academic Presentations prepares PhD students in all of Emory's PhD programs to present and defend theories in the academic setting.

Course Pedagogy: Competency-based Instruction – Because this course develops practical and immediately measurable skills, it will use competency-based instruction as defined by management communication scholars (Murranka and Lynch, 1999). Persuasive Academic Presentations will follow the competency-based instruction model.

Course Format: Intensive Mini-Course – Persuasive Academic Presentations takes place over two days and includes up to ten contact hours.

• Small class size – To ensure maximum course customization, enrollment in the course will be limited to eighteen students. Small size promotes individual attention to each student.
• Immediate feedback – The concentrated contact between professor and student allows for immediate feedback, which enables students to immediately modify their presentation style. In oral presentation training, immediate feedback and opportunities to employ the newly acquired skills provides the greatest likelihood of behavioral change (Munter, 2003).
• Videotaped presentations – All student presentations are videotaped. The videotape serves as a valuable source of information for students as they evaluate their own presentation skills and areas for improvement. The videotape documents students’ progress as presenters.

The Need for Persuasive Academic Presentations

There are two key areas in which PhD students will most benefit from communication training: argumentation/defense of theories and persuasive presentations.

Argumentation/Defense of Theories – In an academic environment, argumentation and the defense of theories has two benefits. First, argumentation and defense strengthen the theory itself as its scholar/creator defends it. Through its defense, the scholar realizes the theory’s strengths and vulnerabilities. Once the vulnerabilities become known, the scholar can either amend the theory or defend against attacks. Second, by asking questions, the audience becomes convinced of the theory’s value and strength.

Presentations – As they progress through their programs, students present their theories in a variety of formats. While each presentation format has a different degree of formality and intensity, all require that the PhD student use clear, logical communication.

• Class and colloquium discussions – Clear communication of theories during classroom and colloquium discussions ensures a rich classroom environment in which all members of the academy experience a powerful intellectual exchange.
• Conference presentations – When Emory PhD students present papers at conferences, they are accomplishing more than simply sharing their theories. They are representing Emory University and beginning to establish themselves as thought leaders. By preparing our students to effectively and confidently present their theories, we ensure the success of our graduates and cement the reputation of Emory University.
• Q&A – All academic presentations conclude with an intellectual exchange in which the audience asks questions of the presenter. Through this Socratic method, presenters reinforce their strong impression by professionally and fluidly answering questions on their topic of expertise.
• Thesis presentations – PhD students develop and strengthen their theories through multiple presentations to a variety of academic audiences. Feedback from mentors and other scholars helps broaden the ideas, while the defense of the thesis helps create a more solid rationale and argument. By strengthening presentations, we provide our students with the richest opportunity for intellectual exchange and, therefore, the greatest opportunities to enhance the thesis’ potency.
• Guest lectureships at potential employers – Hiring institutions test the faculty candidates' communication abilities by requiring them to present their theories to an audience of fellow scholars. Emory University PhD students will represent themselves and Emory University best when they demonstrate outstanding presentation skills.

Munter, Mary (2003). Guide to Managerial Communication: Effective Business Writing and Speaking (6th ed.). Upper Saddle River: Prentice Hall.

Murranka, Patricia and David Lynch (1999, September). Developing a Competency-based Fundamentals of Management Communication Course. Business Communication Quarterly, 62 (3), 9-23.

Shelby, Annette (1998, July). Communication Quality Revisited: Exploring the Link with Persuasive Effects. The Journal of Business Communication, 35 (3), 387-404.