A customized chatbot and structured interactions with ChatGPT were integrated into professional business communication pedagogy to foster critical reading, evaluative judgment and independent writing skills. The iterative-experiential learning feature of AI was utilized. AI (the chatbot and ChatGPT) was conceptualized as an assistant, coach, and provocateur in learning rather than a shortcut to bypass effort. The effectiveness of the intervention was explored through students’ reflections and learning experiences. The findings suggest that AI interventions for developing critical reading and writing skills can enhance traditional pedagogies and the learning curve. Implications and limitations of the study were also discussed.

Simulations have proven effective in creating an authentic and experiential learning environment for practicing communication skills. However, more simulations based on real-life events can be conceptualized to engage and immerse students in business and social scenarios. This article presents a simulation based on the Olympics, where teams take on the roles of various stakeholders such as citizen groups, environmentalists, government representatives, sponsors, and others, negotiating the feasibility and environmental impact of organizing such large-scale events. The students learned and honed their strategic persuasion and negotiation skills during the simulation. Limitations and areas for improvement of the simulation are also discussed.

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.

In the crowded social media platforms, brands need diverse strategies to engage users with their branding content. The research uses a communicative persuasive matrix in an experimental design to understand the multilayered social media persuasion with factors like message sources (celebrity vs. social media influencer), message strategy and message receivers’ attributes. The impact of these variables is tested on the intent to like and share the branding message in the case of a health and fitness product. The results indicated that different users prefer to like and share branding messages with different message sources and message strategies.

Brands create social media content strategically to engage users and promote their products and services. Students primarily use social media for fun and socializing, more as consumers than creators on social media. An innovative project was required to give students an experience and teach them social media content creation strategies. In participatory action research, students work with local street vendors and create informational, emotional, social, and entertaining content for the vendors’ business pages. Students’ efficacy and learning experiences are recorded through surveys and discussion forums. Implications, challenges, and recommendations are discussed in the paper.

Critical thinking and problem-solving are essential skills in management education. ChatGPT and other AI-assisted writing tools might disrupt conventional tools like essay writing and case-study analysis. The project incorporates bibliotherapy-inspired usage of ChatGPT and critical thinking and problem-solving frameworks to make students identify and solve real-life problems like social media addiction or time-management skills. ChatGPT is used as an assistant, coach, and/or motivator in the project. Students’ experiences are shared as blog posts. The impact of the project on developing critical thinking and problem-solving skills is measured by a post-and-then-pre survey questionnaire.

Organizations use social networking sites (SNSs) to create collaborative communication channels among employees, consumers, and clients. Organizations expect future employees to be well trained in using SNSs. However, students do not accept SNSs as a professional channel of communication since they use SNSs for fun and socializing. A hypothetical case study was developed to explain the consequences of the unmindful use of SNSs in a professional context. The article discusses the need to use a case study in this context. The effectiveness of the case is assessed through a survey questionnaire. Recommendations for BPC faculty for using the case are also discussed.

The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

Students process information in two modes: cognitive and experiential. Case studies and stories are generally used as tools for experiential information processing. This article uses memes as an instructional tool to deliver information for experiential information processing in a public speaking course. The effectiveness of memes as an instructional tool is assessed through a questionnaire in terms of their overall effectiveness and its memorability, concreteness, and course orientation. The findings suggest that memes can be used effectively as instructional tools like stories to make the students understand, discuss, and engage with course content.

Digital communication and digital oratory have become an integral part of today’s workplace. This research discusses an innovative assessment tool that uses digital oratory and digital video along with YouTube to create opportunities for the students to develop self-efficacy in digital oratory and public speaking. The measurement of the effectiveness through a survey questionnaire displays that the assessment tool met its learning objectives. The assessment tool fostered self-efficacy in digital oratory and improved digital communication knowledge and skills. The article also discusses the challenges and recommendations for implementing this assessment tool in various contexts.

Using social media communication (SMC) for personal and professional use represents two different skill sets. Though students often use SMC on a personal basis for fun and connecting with friends, they often fail to understand how SMC can be used effectively as a professional organizational/corporate communication tool. A service-learning project was conceptualized in a business and professional communication (BPC) course, where students ( n = 93) used professional SMC skills to design social media campaigns for fulfilling nongovernmental organizations’ needs of manpower, material, and/or money. Students’ attitudes and efficacy toward SMC were recorded using a survey questionnaire. The need and obstacles in including SMC in BPC are also discussed in the article.

Business writing has been a desired skill in managers. The existing traditional business writing assessment tools like written examination and hand-in assignments based on genre-specific instructions do not create a workplace writing environment. The business management students (n = 98) engage with an innovative Web 2.0–based business writing tool using blogging and LinkedIn. The findings show that the tool created a workplace-like context, a meaningful purpose, and a real audience for the students. The students make and build relationships in the professional community using their business writing. The challenges and recommendations for BPC faculty are discussed.

The instructor developed an assessment tool based on Service-Learning (S-L) for developing business and professional communication (BPC) skills in business school students in India ( N = 117). The students practiced their organizational, leadership, and interpersonal communication skills in an authentic, contextual, and workplace atmosphere during this S-L assessment project. The effectiveness of the assessment tool has been studied with a posttest and then pretest. The need for an innovative and holistic BPC skills assessment tool is discussed. The article also presents implications of the project for students and pedagogy along with the challenges in using the assessment project.