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.

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.

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 COVID-19 pandemic has forced governments all around the world to impose lockdowns. As schools were closed and the students could attend schools physically, online education apps were used by the students to continue their education. The purpose of the study was to analyze the students’ intentions to use online education apps (OEAs) in the post-pandemic scenario. Purposive sampling was used to collect data from 327 first-time users of OEAs for their standard XII education. Various scales related to OEA’s aesthetics, students’ emotional response to OEAs, and the intentions to use OEAs in the post-pandemic scenario were used in the survey questionnaire. Correlations were analyzed to find answers to the research questions. The findings reflect that the aesthetics of OEA like the app design, graphics, structure, etc. significantly influence the emotional response and the intention of the students to use OEAs in the post-pandemic scenario. The emotional response of the students toward the OEAs, in itself, also influences the intention of the students to use OEAs in the post-pandemic scenario. When the students get pleasure, become excited, and feel in control of the app, their intention to use the OEAs in the post-pandemic scenario is positively influenced. The research adds to the literature related to OEAs, the aesthetics of OEAs, the emotional response to OEAs, and the intention to use OEAs. The OEA industry can use the finding to grow their consumer base in the post-pandemic scenario. The context of OEA and the results are original in nature.

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