@article{LogemannAritzCardonetal.2022, author = {Logemann, Minna and Aritz, Jolanta and Cardon, Peter and Swartz, Stephanie and Elhaddaoui, Terri and Getchell, Kristen and Fleischmann, Carolin and Helens-Hart, Rose and Li, Xiaoli and Palmer-Silveira, Juan Carlos and Ruiz-Garrido, Miguel and Springer, Scott and Stapp, James}, title = {Standing strong amid a pandemic: How a global online team project stands up to the public health crisis}, series = {British Journal of Educational Technology}, volume = {53}, journal = {British Journal of Educational Technology}, number = {3}, doi = {10.1111/bjet.13189}, pages = {577 -- 592}, year = {2022}, abstract = {The annual instructional virtual team Project X brings together professors and students from across the globe to engage in client projects. The 2020 project was challenged by the global disruption of the COVID-19 pandemic. This paper draws on a quantitative dataset from a post-project survey among 500 participating students and a qualitative narrative inquiry of personal experiences of the faculty members. The findings reveal how innovative use of a variety of collaboration and communication technologies helped students and their professors in building emotional connection and compassion to support each other in the midst of the crisis, and to accomplish the project despite connectivity disruptions. The results suggest that the role of an instructor changed to a coach and mentor, and technology was used to create a greater sense of inclusion and co-presence in student-faculty interactions. Ultimately, the paper highlights the role of technology to help the participants navigate sudden crisis affecting a global online instructional team project. The adaptive instructional teaching strategies and technologies depicted in this study offer transformative potential for future developments in higher education.}, language = {en} } @article{CardonAritzFleischmannetal.2020, author = {Cardon, Peter and Aritz, Jolanta and Fleischmann, Carolin and Elhaddaoui, Terri and Getchell, Kristen and Helens-Hart, Rose and Iivonen, Kirsti and Insignares, Frank and Li, Xiaoli and Logemann, Minna and Palmer-Silveira, Juan Carlos and Ruiz-Garrido, Miguel and Shrivastava, Archana and Springer, Scott and Stapp, James and Swartz, Stephanie and Warren, Naomi and Woolstenhulme, Karen and Zemaitis, Eigirdas}, title = {What Happens to Global Virtual Teams When a Pandemic Hits? Maintaining Normalcy and Stability with Disruption All Around}, series = {The Western ABC Bulletin}, volume = {Spring 2020}, journal = {The Western ABC Bulletin}, year = {2020}, abstract = {Each year, the Virtual Business Professional (VBP) program brings together professors and students from across the globe to engage in client projects. The VBP program of 2020 occurred from the beginning of March through the middle of April. In this article, we share how the COVID-19 pandemic affected VBP participants and their teams. We present post-project survey results (completed by 440 of 530 participants for an 83 percent response rate), professor comments, and student comments to demonstrate how VBP participants overcame many of the pandemic disruptions to work effectively in virtual teams, develop compassion and empathy for one another, and foster more global mindsets.}, language = {en} } @article{CardonFleischmannAritzetal.2023, author = {Cardon, Peter and Fleischmann, Carolin and Aritz, Jolanta and Logemann, Minna and Heidewald, Jeanette}, title = {The Challenges and Opportunities of AI-Assisted Writing: Developing AI Literacy for the AI Age}, series = {Business and Professional Communication Quarterly}, journal = {Business and Professional Communication Quarterly}, doi = {10.1177/23294906231176517}, pages = {1 -- 39}, year = {2023}, abstract = {Generative AI may significantly disrupt the teaching and practice of business communication. This study of 343 communication instructors revealed a collective view that AI-assisted writing will be widely adopted in the workplace and will require significant changes to instruction. Key perceived challenges include less critical thinking and authenticity in writing. Key perceived benefits include more efficiency and better idea generation in writing. Students will need to develop AI literacy—composed of application, authenticity, accountability, and agency—to succeed in the workplace. Recommendations are provided for instructors and administrators to ensure the benefits of AI-assisted writing can outweigh the challenges.}, language = {en} } @article{CardonFleischmannLogemannetal.2023, author = {Cardon, Peter and Fleischmann, Carolin and Logemann, Minna and Heidewald, Jeanette and Aritz, Jolanta and Swartz, Stephanie}, title = {Competencies Needed by Business Professionals in the AI Age: Character and Communication Lead the Way}, series = {Business and Professional Communication Quarterly}, journal = {Business and Professional Communication Quarterly}, doi = {10.1177/23294906231208166}, year = {2023}, abstract = {Many experts project generative AI will impact the types of competencies that are valued among working professionals. This is the first known academic study to explore the views of business practitioners about the impacts of generative AI on skill sets. This survey of 692 business practitioners showed that business practitioners widely use generative AI, with the most common uses involving research and ideation, drafting of business messages and reports, and summarizing and revising text. Business practitioners report that character-based traits such as integrity and soft skills will become more important. Implications for teaching business communication are discussed.}, language = {en} } @inproceedings{FleischmannLogemannHeidewaldetal.2024, author = {Fleischmann, Carolin and Logemann, Minna and Heidewald, Jeanette and Cardon, Peter and Aritz, Jolanta and Swartz, Stephanie}, title = {Fostering GenAI Literacy in Higher Education for Future Workplace Preparedness: A Mixed-Methods Study}, series = {ECIS 2024 Proceedings}, booktitle = {ECIS 2024 Proceedings}, pages = {1859}, year = {2024}, abstract = {As generative AI (GenAI) becomes increasingly integrated into the professional workplace, offering significant productivity gains according to emerging research evidence, professionals and students need to build competencies to thrive in this new environment. In higher education, curricula must incorporate GenAI literacy to help students engage with this important and evolving technology. This research introduces results from a mixed-method study conducted among organisational practitioners, with the goal of creating an understanding of GenAI literacy needs across broad organisational contexts. We develop a Diamond Model of GenAI literacy for higher education to support curricular transformations needed to help students entering the GenAI-infused workplace. The suggested Diamond Model advocates for refining educational approaches to equip graduates with the capabilities to apply GenAI, maintain accountability, ensure authenticity and exercise agency in GenAI-driven workplaces.}, language = {en} }