Virtual reality (VR) has emerged as a promising technology for training oral communication skills (OCS), resulting in a rapidly growing body of research. We conducted a systematic review of 57 studies (2013–2025) mapping OCS types, communication contexts, and key variables, and introduce a conceptual model to guide future research and practice. Findings reveal that current VR-based OCS training captures only a small part of oral communication. Expanding the Cognitive Affective Model of Immersive Learning (CAMIL), we highlight the need for stronger theoretical and pedagogical foundations by exploring cognitive-affective mediators (e.g., cognitive load) and learner-related moderators (e.g., learning styles).

This review analyzes 59 studies from 2014 to 2024 examining design thinking integration in professional communication pedagogy across eight disciplinary journals. Design thinking has evolved from experimental use to systematic pedagogical approaches, with assignment-level integration proving most viable for educators. Empathy interviews and user research bridge design thinking principles with communication pedagogy’s audience awareness focus. Students show enhanced empathy, improved collaboration, and increased creative confidence with high motivation levels. Implementation challenges include time constraints, student resistance to ambiguity, and assessment difficulties. The study recommends scaffolded introduction, integration with existing content, and institutional support for desirable implementation in business and professional communication pedagogy.

Purpose: This study offers an in-depth review of the body of research articles on the topic of boundary spanning and the dynamic nature of different actors to provide a more comprehensive knowledge on different boundary spanning activities and their effects on performance, flexibility, and resilience in educational institutions. Design/methodology/approach: To address the limited research on boundary-spanning functions in education, this study employed a two-round systematic literature review (SLR). The first round, which included an analysis of 338 research studies, sought to identify boundary-spanning functions and their activities. Using data from 39 studies, the second round sought to examine the boundary-spanning function and the critical role that information transfer plays in enabling boundary spanning in education. Findings: This review of literature led researchers to draw the main variables/strategies that facilitate boundary spanning in education (leadership and instructional strategies; collaboration and networking; training and development; teamwork; and revised pedagogical approaches). Also, the review highlighted the importance of knowledge transfer in facilitating boundary-spanning functions. Originality/value: Researchers, practitioners, and decision makers looking to improve boundary-spanning activities by utilizing networks and knowledge transfer might use this systematic review as a source. It also provides various strategies of how boundary spanners and leaders can support and facilitate the function of boundary spanning in educational institutions.

This study presents a systematic review of the last decade of research published in Business and Professional Communication Quarterly , using PRISMA guidelines and bibliometric analysis. The review analyzes publication and citation trends, key contributors, and emerging themes. The research highlights how the field has evolved in response to global crises, technological advancements, and shifts in social dynamics. By exploring key themes such as virtual team communication, social presence in online learning, and the integration of emerging technologies, the study provides a comprehensive assessment of the journal’s contributions from 2014 to 2024. It also identifies future research directions.

Globalization and advancements in technology have driven the rise of global virtual teams (GVTs), a trend accelerated by COVID-19. While prior literature highlights the significance of GVTs and digital communication, recent trends in the roles of communication and culture are understudied. This article reviews 51 empirical studies from the past decade to explore the interplay between communication, culture, and GVT operations. Key findings include managing cultural differences through communication, team cohesion challenges, the role of communication tools, and the impact of human factors on GVT performance. Theoretical and practical implications are discussed to guide future research and global team management.

As of August 2022, COVID-19 continues to affect our daily lives in physical, psychological, and financial ways. Many vulnerable individuals are struggling to adapt to returning to work and as a result, employee morale is at risk. In times of crises, empathy is needed in the workplace to support one another, but many leaders and employees may not have a firm grasp of the concept. This article seeks to define empathetic communication and explore the need for prioritizing empathy amid the current post-COVID-19 workplace. Through a literature review of empathy, psychological safety in the workplace, and crisis leadership, the author explains how the development of empathetic communication must be intentional to achieve sustainable change and lead to long-term organizational success. Practical recommendations are provided on how organizations should define empathetic communication, provide training for leaders and employees, and incorporate empathetic communication as a standard of responsibility for every employee to be assessed on a regular basis.

This article argues that business and professional communication practitioners, instructors, and students, besides becoming better informed about the legal context of website accessibility, should also become more aware of the ethical considerations of creating digital communication products that are inherently accessible for people with disabilities. Through a detailed review of the most important legal cases in the United States and discussion of ethical considerations concerning website accessibility for the disabled, we provide possible entrance points that will help instructors bring ethical considerations into the discussion of website accessibility. We urge instructors to regularly include disability in discussions of accessibility cases.

Business, like many other programs in higher education, continues to rely largely on traditional classroom environments. In this article, another approach to teaching and learning, the flipped classroom, is explored. After a review of relevant literature, the authors present their experience with the flipped classroom approach to teaching and learning in a postsecondary business communication course. Instructor and student experiences with the flipped classroom are presented. Readily available tools that made the implementation of the flipped classroom approach more feasible are discussed.