A study of communication in graduate management programs sponsored by IEEE/PCS and Fairleigh Dickinson University is described. The findings indicate a clear need for more emphasis on oral and written communication and suggest that one solution to the problem is a course requirement in written and oral communication in conjunction with one or two full-time faculty dedicated to the subject. The findings also indicate that full-time faculty who teach communication courses at the graduate level have extensive business and academic experience, and their compensation is well within national guidelines. The study indicates clearly that exit requirements, when they exist, lack both an oral and written communication component, although a written term project for course work is almost universally employed. Other surveys and publications provide background information;.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Compliance with unrealistic proposal preparation instructions and instructions to offerers often prevents preparation of proposals that respond effectively to the solicitation and that are easy to read and evaluate. Typical requirements are examined in the form of questions from those who write proposals about why certain preparation instructions are issued. A simple solution is proposed that should make it easy for those who write instructions and those who write proposals to achieve their common objectives.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>