Making Meaningful Connections and Learning Workplace-Like Business Writing Through LinkedIn and Blogging

Abstract

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.

Developing Self-Efficacy in Public Speaking Using Video and Digital Oratory on YouTube

“…The assessment tool presented in the research here can assist in this transfer of skills. Additionally, the research findings strengthen the efforts of BPC researchers and practitioners in developing self-efficacy in digital communication skills among students (Frisby, 2017;Lind, 2012;Sharma, 2022aSharma, , 2022bSharma, , 2022c. In the future, BPC faculty and researchers can use digital oratory and digital videos in several other innovative ways as discussed in the article.…”

“…The National Association of Colleges and Employers (2020, January 13) also stated that BPC skills now include digital literacy, professional use of social media, and online synchronous and asynchronous presentations skills as the skills desired by employers. Management students, managers, faculty, and scholars also put considerable importance on digital communication skills (Frisby, 2017;Lind, 2012;Sharma, 2022aSharma, , 2022b2022c). In the context of the COVID-19 pandemic, where remote work is encouraged, digital communication skills have become even more important (Edwards, 2021;Sharma, 2021b).…”

“…Sharma (2022c) in his research also highlighted that students act more as consumers of digital communication tools and platforms and less as content creators. They use social media more for fun and connecting with friends in their personal context, whereas in the professional context they are expected to engage and persuade internal or external stakeholders (Sharma, 2022b). Morain and Swarts (2012) also suggest that students might be dexterous in consumption of digital platforms but struggle with actual production.…”

“…Sharma (2022c) used a service-learning project to teach and assess professional use of social media and digital communication skills. Similarly, digital tools like blogging and digital platforms like LinkedIn are used by Sharma (2022b) to teach and assess workplace-like business writing skills to make meaningful connections through students’ assessment projects. This research explores the possibility of using digital communication tools and platforms to develop students’ self-efficacy in digital oratory and digital communication skills.…”

“…Once all video ideas were endorsed by at least 5 students, the students were asked to make a 3-5-minute video based on their video idea. Privacy has been a concern with pedagogies and assessment using digital platforms and communication tools (McCullagh, 2008; Sharma, 2022b; Zeide, 2016). The students were at a learning stage, and some of them did not want their amateur digital oratory videos to be put on a public platform.…”