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    <completedYear>2022</completedYear>
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    <pageFirst>577</pageFirst>
    <pageLast>592</pageLast>
    <pageNumber>16</pageNumber>
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    <issue>3</issue>
    <volume>53</volume>
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    <title language="eng">Standing strong amid a pandemic: How a global online team project stands up to the public health crisis</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">British Journal of Educational Technology</parentTitle>
    <identifier type="doi">10.1111/bjet.13189</identifier>
    <enrichment key="opus.import.data">@articlelogemann_standing_2022, title = Standing strong amid a pandemic: How a global online team project stands up to the public health crisis, volume = 53, issn = 1467-8535, shorttitle = Standing strong amid a pandemic, url = https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13189, doi = 10.1111/bjet.13189, 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. Practitioner notes What is already known about this topic The modern workplace calls for cross-cultural, digital collaboration skills, and this need has increased potentially after the impacts of the pandemic on moving a lot of work to remote settings—permanently. While instructional virtual teams are being used as part of diverse curricula to add an international, experiential element for students, universities still struggle helping students to acquire the whole spectrum of skills needed for the global digital workplace: virtual teamwork, project management, and comfort on working with digital business collaboration platforms. Virtual team research has studied impacts of the pandemic on organizational teams but there is little research on instructional online teams during the pandemic crisis. What this paper adds This paper adds evidence-based knowledge how virtual instructional teams, and their instructors navigated the broken connectivity situation when a global external health crisis forced students to transition from campuses to home environments in the middle of the collaboration project. It offers practical ideas how faculty used technology to connect with students and maintain class community in cases of inequal access to technology from home environments by using multiple platforms, and both, computer, and mobile enabled communication. It offers examples of student-centered, coaching-like teaching strategies and how these were applied when the global health crisis affected students in instructional teams. Implications for practice and policy The study offers implications for development of digital pedagogies for future; specifically, how to develop students’ virtual intelligence and to promote intercultural awareness and collaboration skills in future higher education. The pandemic experiences shed additional light on the need to develop and acquire soft skills among students, for them to be able to navigate struggles and crisis in global, digital real workplace., language = en, number = 3, urldate = 2022-11-23, journal = British Journal of Educational Technology, 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, year = 2022, note = _eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13189, keywords = collaborative learning, communication, digital competences, distance learning, experiential learning, higher education, team working, virtual world, pages = 577–592, file = Full Text PDF:CUsersjach208ZoterostorageUPUEU8Z3Logemann et al. - 2022 - Standing strong amid a pandemic How a global onli.pdf:application/pdf;Snapshot:CUsersjach208ZoterostorageMU6UAGHSbjet.html:text/html,</enrichment>
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    <author>Minna Logemann</author>
    <author>Jolanta Aritz</author>
    <author>Peter Cardon</author>
    <author>Stephanie Swartz</author>
    <author>Terri Elhaddaoui</author>
    <author>Kristen Getchell</author>
    <author>Carolin Fleischmann</author>
    <author>Rose Helens-Hart</author>
    <author>Xiaoli Li</author>
    <author>Juan Carlos Palmer-Silveira</author>
    <author>Miguel Ruiz-Garrido</author>
    <author>Scott Springer</author>
    <author>James Stapp</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>collaborative learning</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>communication</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>digital competences</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>distance learning</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>experiential learning</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>higher education</value>
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    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>team working</value>
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      <language>eng</language>
      <type>uncontrolled</type>
      <value>virtual world</value>
    </subject>
    <collection role="institutes" number="">Fakultät für Betriebswirtschaft</collection>
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    <completedYear>2020</completedYear>
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    <volume>Spring 2020</volume>
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    <title language="eng">What Happens to Global Virtual Teams When a Pandemic Hits? Maintaining Normalcy and Stability with Disruption All Around</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">The Western ABC Bulletin</parentTitle>
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    <author>Peter Cardon</author>
    <author>Jolanta Aritz</author>
    <author>Carolin Fleischmann</author>
    <author>Terri Elhaddaoui</author>
    <author>Kristen Getchell</author>
    <author>Rose Helens-Hart</author>
    <author>Kirsti Iivonen</author>
    <author>Frank Insignares</author>
    <author>Xiaoli Li</author>
    <author>Minna Logemann</author>
    <author>Juan Carlos Palmer-Silveira</author>
    <author>Miguel Ruiz-Garrido</author>
    <author>Archana Shrivastava</author>
    <author>Scott Springer</author>
    <author>James Stapp</author>
    <author>Stephanie Swartz</author>
    <author>Naomi Warren</author>
    <author>Karen Woolstenhulme</author>
    <author>Eigirdas Zemaitis</author>
    <subject>
      <language>eng</language>
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      <value>Virtual Business Professional (VBP) program</value>
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    <thesisPublisher>Technische Hochschule Rosenheim</thesisPublisher>
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    <title language="eng">The Challenges and Opportunities of AI-Assisted Writing: Developing AI Literacy for the AI Age</title>
    <abstract language="deu">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.</abstract>
    <parentTitle language="eng">Business and Professional Communication Quarterly</parentTitle>
    <identifier type="doi">10.1177/23294906231176517</identifier>
    <enrichment key="opus.import.data">@articlecardon_challenges_2023, title = The Challenges and Opportunities of AI-Assisted Writing: Developing AI Literacy for the AI Age, issn = 2329-4906, shorttitle = The Challenges and Opportunities of AI-Assisted Writing, url = https://doi.org/10.1177/23294906231176517, doi = 10.1177/23294906231176517, 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, urldate = 2023-06-07, journal = Business and Professional Communication Quarterly, author = Cardon, Peter and Fleischmann, Carolin and Aritz, Jolanta and Logemann, Minna and Heidewald, Jeanette, month = may, year = 2023, note = Publisher: SAGE Publications Inc, pages = 23294906231176517, file = SAGE PDF Full Text:CUsersjach208ZoterostorageFBGSVQ8FCardon et al. - 2023 - The Challenges and Opportunities of AI-Assisted Wr.pdf:application/pdf,</enrichment>
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    <author>Peter Cardon</author>
    <author>Carolin Fleischmann</author>
    <author>Jolanta Aritz</author>
    <author>Minna Logemann</author>
    <author>Jeanette Heidewald</author>
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      <value>AI-assisted writing</value>
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    <title language="eng">Competencies Needed by Business Professionals in the AI Age: Character and Communication Lead the Way</title>
    <abstract language="deu">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.</abstract>
    <parentTitle language="eng">Business and Professional Communication Quarterly</parentTitle>
    <identifier type="doi">10.1177/23294906231208166</identifier>
    <enrichment key="opus.import.data">@articlecardon_competencies_2023, title = Competencies Needed by Business Professionals in the AI Age: Character and Communication Lead the Way, issn = 2329-4906, shorttitle = Competencies Needed by Business Professionals in the AI Age, url = https://journals.sagepub.com/doi/10.1177/23294906231208166, doi = 10.1177/23294906231208166, 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., urldate = 2023-11-13, journal = Business and Professional Communication Quarterly, author = Cardon, Peter and Fleischmann, Carolin and Logemann, Minna and Heidewald, Jeanette and Aritz, Jolanta and Swartz, Stephanie, month = nov, year = 2023, note = Publisher: SAGE Publications Inc, keywords = AI-mediated communication, artificial intelligence, business education, generative AI, soft skills, pages = 23294906231208166,</enrichment>
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    <author>Peter Cardon</author>
    <author>Carolin Fleischmann</author>
    <author>Minna Logemann</author>
    <author>Jeanette Heidewald</author>
    <author>Jolanta Aritz</author>
    <author>Stephanie Swartz</author>
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    <title language="eng">Fostering GenAI Literacy in Higher Education for Future Workplace Preparedness: A Mixed-Methods Study</title>
    <abstract language="eng">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.</abstract>
    <parentTitle language="eng">ECIS 2024 Proceedings</parentTitle>
    <identifier type="url">https://aisel.aisnet.org/ecis2024/track13_learning_teach/track13_learning_teach/5</identifier>
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    <author>Carolin Fleischmann</author>
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    <author>Peter Cardon</author>
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