Pub Date : 2024-09-18DOI: 10.1177/23294906241278618
Daniel Keays
Employee disclosure refers to the process of revealing personal information about oneself with others in a workplace setting. This type of disclosure also greatly influences organizational culture, policies, and workplace interactions. Modeling such disclosure scenarios using an organizational economics approach addresses communication challenges faced by businesses dealing with the respective disclosure(s). Further, it allows for uncovering the most effective ways to communicate disclosure procedures and policies to employees and employers. This, in turn, will lead to (a) improved corporate training practices for employee disclosure in business communication settings and (b) increased overall productivity measures for organizational members.
{"title":"Modeling Organizations’ Responses to Employee Disclosure at Work: An Organizational Economics Approach","authors":"Daniel Keays","doi":"10.1177/23294906241278618","DOIUrl":"https://doi.org/10.1177/23294906241278618","url":null,"abstract":"Employee disclosure refers to the process of revealing personal information about oneself with others in a workplace setting. This type of disclosure also greatly influences organizational culture, policies, and workplace interactions. Modeling such disclosure scenarios using an organizational economics approach addresses communication challenges faced by businesses dealing with the respective disclosure(s). Further, it allows for uncovering the most effective ways to communicate disclosure procedures and policies to employees and employers. This, in turn, will lead to (a) improved corporate training practices for employee disclosure in business communication settings and (b) increased overall productivity measures for organizational members.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142257844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-11DOI: 10.1177/23294906241273317
Timothy M. Ponce
This study explores how confidence levels in user prompts affect AI-generated resume text. Using six varied prompts for AI models ChatGPT-3.5, Gemini, and Perplexity, it examines how AI interprets and responds to different confidence levels. The findings reveal significant differences in AI-generated resumes based on prompt confidence, highlighting the need to adapt resume pedagogy for the AI age. Emphasizing the importance of teaching genre conventions and developing critical AI literacies, the study offers practical recommendations for integrating AI tools into resume writing instruction to better prepare students for an increasingly digital world.
{"title":"AI Resume Writing: How Prompt Confidence Shapes Output and AI Literacies","authors":"Timothy M. Ponce","doi":"10.1177/23294906241273317","DOIUrl":"https://doi.org/10.1177/23294906241273317","url":null,"abstract":"This study explores how confidence levels in user prompts affect AI-generated resume text. Using six varied prompts for AI models ChatGPT-3.5, Gemini, and Perplexity, it examines how AI interprets and responds to different confidence levels. The findings reveal significant differences in AI-generated resumes based on prompt confidence, highlighting the need to adapt resume pedagogy for the AI age. Emphasizing the importance of teaching genre conventions and developing critical AI literacies, the study offers practical recommendations for integrating AI tools into resume writing instruction to better prepare students for an increasingly digital world.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142181076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/23294906241264515
Jessica L. Doll
Research suggests that the nondisclosure of relationships may cause adverse psychological stress; however, no studies have empirically examined the impact of secret workplace romances (WRs) on employee well-being. This article uses the communication privacy management theory as a framework to test workplace romance nondisclosure on job and life satisfaction. Relationship nondisclosure predicted differences in both projected job and life satisfaction. Additionally, individual differences (i.e., gender, age, work experience, conscientiousnes and emotional stability) were tested as moderators of the relationship between WRs and job and life satisfaction. Implications for practitioners (e.g., communication training) about WRs on employee outcomes are discussed.
{"title":"What We Do in the Shadows: Workplace Romance Nondisclosure and Employee Well-being","authors":"Jessica L. Doll","doi":"10.1177/23294906241264515","DOIUrl":"https://doi.org/10.1177/23294906241264515","url":null,"abstract":"Research suggests that the nondisclosure of relationships may cause adverse psychological stress; however, no studies have empirically examined the impact of secret workplace romances (WRs) on employee well-being. This article uses the communication privacy management theory as a framework to test workplace romance nondisclosure on job and life satisfaction. Relationship nondisclosure predicted differences in both projected job and life satisfaction. Additionally, individual differences (i.e., gender, age, work experience, conscientiousnes and emotional stability) were tested as moderators of the relationship between WRs and job and life satisfaction. Implications for practitioners (e.g., communication training) about WRs on employee outcomes are discussed.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/23294906241263035
The Anh Phan, Thi Hong Nhung Vu, Ngoc Thao Nguyen Vo, Thu-Hang Le
This study investigates the impact of guest speaker programs on student engagement and skill development in a university setting, focusing on different types of speakers: alumni and industry experts. Through a quantitative analysis involving 159 business students, the research examines how speaker characteristics influence perceived learning outcomes, problem-solving abilities, and communication skills. The findings reveal that alumni speakers, sharing a common educational background with the students, significantly enhance students’ perceived learning outcome and communication skills because of their relatability and personal insights. The implications of these findings underscore the need for educational institutions to strategically select guest speakers to optimize educational outcomes and prepare students more effectively for professional environments. This study contributes to the broader discourse on integrating practical experiences within academic curricula to bridge the gap between theoretical knowledge and practical application in higher education.
{"title":"Enhancing Educational Outcomes Through Strategic Guest Speaker Selection: A Comparative Study of Alumni and Industry Experts in University Settings","authors":"The Anh Phan, Thi Hong Nhung Vu, Ngoc Thao Nguyen Vo, Thu-Hang Le","doi":"10.1177/23294906241263035","DOIUrl":"https://doi.org/10.1177/23294906241263035","url":null,"abstract":"This study investigates the impact of guest speaker programs on student engagement and skill development in a university setting, focusing on different types of speakers: alumni and industry experts. Through a quantitative analysis involving 159 business students, the research examines how speaker characteristics influence perceived learning outcomes, problem-solving abilities, and communication skills. The findings reveal that alumni speakers, sharing a common educational background with the students, significantly enhance students’ perceived learning outcome and communication skills because of their relatability and personal insights. The implications of these findings underscore the need for educational institutions to strategically select guest speakers to optimize educational outcomes and prepare students more effectively for professional environments. This study contributes to the broader discourse on integrating practical experiences within academic curricula to bridge the gap between theoretical knowledge and practical application in higher education.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/23294906241262159
Rina Juwita, Ainun Nimatu Rohmah
{"title":"Intercultural Dynamics: Language, Identity, and Communication in a Globalized World","authors":"Rina Juwita, Ainun Nimatu Rohmah","doi":"10.1177/23294906241262159","DOIUrl":"https://doi.org/10.1177/23294906241262159","url":null,"abstract":"","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-25DOI: 10.1177/23294906241257659
Marcy Leasum Orwig, Jane Strong, Bridget Kurtenbach
Preparing students to communicate in business has often been an overlooked area within literacy studies. With current calls by Cardon et al. (2024) to focus on core competencies in the business communication classroom with the emergence of generative AI, it is more important than ever to remember Berkenkotter and Huckin’s (1994) explanation that students will always learn in a form of “situated cognition embedded in disciplinary activities” (p. 3). This project, as a result, provides a framework to explore student experiences with business communication before students arrive on a college campus to better inform higher education stakeholders.
{"title":"Preparing Students for Communicating in Business: A Framework for Informing Literacy Practices","authors":"Marcy Leasum Orwig, Jane Strong, Bridget Kurtenbach","doi":"10.1177/23294906241257659","DOIUrl":"https://doi.org/10.1177/23294906241257659","url":null,"abstract":"Preparing students to communicate in business has often been an overlooked area within literacy studies. With current calls by Cardon et al. (2024) to focus on core competencies in the business communication classroom with the emergence of generative AI, it is more important than ever to remember Berkenkotter and Huckin’s (1994) explanation that students will always learn in a form of “situated cognition embedded in disciplinary activities” (p. 3). This project, as a result, provides a framework to explore student experiences with business communication before students arrive on a college campus to better inform higher education stakeholders.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-21DOI: 10.1177/23294906241231762
Anamari Irizarry Quintero, Camille Villafañe-Rodríguez, Robyn Johnson, Linda Clarke
This research examines the role of idiomatic expressions (IEs) in international business (IB) communication and non-native speakers’ (NNEs’) English proficiency. It investigates how IE affect IB communication’s effectiveness and whether IEs should be taught to NNE. We collected feedback from academics who confirmed the importance of IE and relevant business idioms from professional websites. We also assessed IE usage benefits for different cohorts working in IB settings. The results indicate that IE can enhance communication efficiency, cross-cultural social skills, monetary rewards, and satisfaction in IB. The findings support the need for teaching IE to NNE and justify inclusion in curricula.
{"title":"Idioms as a Tool for Enhancing Professional Competence and Cross-Cultural Communication","authors":"Anamari Irizarry Quintero, Camille Villafañe-Rodríguez, Robyn Johnson, Linda Clarke","doi":"10.1177/23294906241231762","DOIUrl":"https://doi.org/10.1177/23294906241231762","url":null,"abstract":"This research examines the role of idiomatic expressions (IEs) in international business (IB) communication and non-native speakers’ (NNEs’) English proficiency. It investigates how IE affect IB communication’s effectiveness and whether IEs should be taught to NNE. We collected feedback from academics who confirmed the importance of IE and relevant business idioms from professional websites. We also assessed IE usage benefits for different cohorts working in IB settings. The results indicate that IE can enhance communication efficiency, cross-cultural social skills, monetary rewards, and satisfaction in IB. The findings support the need for teaching IE to NNE and justify inclusion in curricula.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/23294906241253198
Stephen J. McElroy, Kristi Girdharry
Drawing upon a framework of “assemblage thinking,” this article offers an approach to considering artificial intelligence (AI) and ethics that seeks to think relationally across the positions occupied as educators and students at a business school. To complement discussions of assemblage and examinations of ethics in the AI era, we draw upon the perspectives of a relatively understudied population in this conversation—students themselves navigating AI and writing within a business-focused context—and extend assemblage thinking to capture important thought toward the future of business communication, pedagogy, ethics, and AI.
{"title":"Ethics and AI Assemblages: A Heuristic Analysis of Undergraduate Business Student Perspectives","authors":"Stephen J. McElroy, Kristi Girdharry","doi":"10.1177/23294906241253198","DOIUrl":"https://doi.org/10.1177/23294906241253198","url":null,"abstract":"Drawing upon a framework of “assemblage thinking,” this article offers an approach to considering artificial intelligence (AI) and ethics that seeks to think relationally across the positions occupied as educators and students at a business school. To complement discussions of assemblage and examinations of ethics in the AI era, we draw upon the perspectives of a relatively understudied population in this conversation—students themselves navigating AI and writing within a business-focused context—and extend assemblage thinking to capture important thought toward the future of business communication, pedagogy, ethics, and AI.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1177/23294906241253199
Danielle DeVasto, Zsuzsanna Palmer
The public release of ChatGPT in 2022 ushered in a new era, affirming the present reality of AI-assisted writing and the critical role business instructors play in preparing students. This study presents the results of a pedagogical experiment. Specifically, it evaluates strategies for integrating and teaching about AI in the business communication classroom, focusing on the impact of generative AI on students’ understanding of business writing principles and how different levels of engagement with AI influence students’ critical AI literacy and attitudes toward AI-assisted writing in the workplace.
{"title":"Building Critical AI Literacy in the Business Communication Classroom","authors":"Danielle DeVasto, Zsuzsanna Palmer","doi":"10.1177/23294906241253199","DOIUrl":"https://doi.org/10.1177/23294906241253199","url":null,"abstract":"The public release of ChatGPT in 2022 ushered in a new era, affirming the present reality of AI-assisted writing and the critical role business instructors play in preparing students. This study presents the results of a pedagogical experiment. Specifically, it evaluates strategies for integrating and teaching about AI in the business communication classroom, focusing on the impact of generative AI on students’ understanding of business writing principles and how different levels of engagement with AI influence students’ critical AI literacy and attitudes toward AI-assisted writing in the workplace.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-30DOI: 10.1177/23294906241254786
Sarah Moore, Kathryn Lookadoo
This article presents the ongoing conversation about generative AI guidance and policy in higher education. The article examines syllabus policies, including analyzing sentiment, emotion, and common themes in GenAI policies. Findings show that policies should be audience-focused, clearly written, and grounded in strategies to promote ethical AI use in academia and the workforce. Practical tips for policy writing and sample policies are provided.
{"title":"Communicating Clear Guidance: Advice for Generative AI Policy Development in Higher Education","authors":"Sarah Moore, Kathryn Lookadoo","doi":"10.1177/23294906241254786","DOIUrl":"https://doi.org/10.1177/23294906241254786","url":null,"abstract":"This article presents the ongoing conversation about generative AI guidance and policy in higher education. The article examines syllabus policies, including analyzing sentiment, emotion, and common themes in GenAI policies. Findings show that policies should be audience-focused, clearly written, and grounded in strategies to promote ethical AI use in academia and the workforce. Practical tips for policy writing and sample policies are provided.","PeriodicalId":46217,"journal":{"name":"Business and Professional Communication Quarterly","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141189762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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