Enhancing Engagement in Business Communication Course Content Development through Stakeholder Mapping and Analysis at South African HEIs: A Review of Literature

Abstract

The role of stakeholder engagement in higher education institutions has received attention from academics and industry practitioners. This paper thus aims to gain insights into the assumption of stakeholder mapping and analysis by South African higher education institutions in the course content development activities of business communication modules. Although stakeholders are assumed to form an integral part of decision-making in HEIs, questions have been raised about the efficacy of engagement initiatives that are directed towards them, and whether or not the said initiatives are delivered to the relevant constituents. Within the context of course content development, effective stakeholder engagement is the cornerstone of curating educational experiences that enhance the learning experiences of students. A desk research methodology was undertaken to explore data from existing studies that are centred on stakeholder analysis and mapping, in order to examine findings from studies that have investigated utilising this approach to enhance engagement with stakeholders for module development purposes. The researcher analysed articles, e-books, reports and websites, extracted from electronic databases such as Google Scholar, EBSCOhost and ResearchGate. The findings conveyed the value of involving stakeholders in course content development, they also highlighted the importance of stakeholder mapping and analysis in getting Higher Education Institutions to classify their stakeholders accordingly. This promotes an inclusive approach, ensuring that no one is left behind in conversations, relating to business communication course content development, it also ensures that the requirements of all stakeholders are fulfilled. Collaboration with stakeholders leads to the creation of effective business communication modules that meet contemporary workplace demands.