Awareness

Opportunity, Implementation, Evaluation: Raising Awareness Of Generative AI Use In A Business Communication Course

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Aileen Wanli LAM 

Centre for English Language Communication (CELC), NUS 

aileenlam@nus.edu.sg

Lam, A. W. (2024). Opportunity, implementation, evaluation: Raising awareness of generative AI use in a business communication course [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-awlam/

SUB-THEME

Opportunities from Generative AI 

KEYWORDS

Generative AI, Awareness, Business Communication 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

Generative AI adoption has surged over the past two years, and AI is now being used in many business functions and by more individuals than in previous years (Mckinsey, 2024b). A growing number of global CEOs and investors believe that AI adoption is crucial for productivity and value creation, so they seek out employees who are able to harness the use of AI (PWC, 2024) while employing higher cognitive skills such as critical thinking and decision-making (Mckinsey, 2024a). Since AI advancements have led to “significant implications for business communication and…pedagogy” (Sharma & Pandey, 2024, p.2), there is a need to relook business communication curriculum to remain relevant and up-to-date.   

  

This paper outlines an action research which started from a gap observed in a business communication course, an opportunity to gather information to develop a plan in Semester 1, the implementation of the plan in Semester 2, and the observation and analysis of the implementation post-semester. The findings were reflected upon and used to refine the approach in the next academic year. Though the findings are unique to the context of the course, the approach and tools used can be applied to other courses and disciplines.  

 

As a course coordinator of an undergraduate business communication course, I had two questions on my mind: “What generative AI content should be included in a business communication course?” and “How effective would the introduction of generative AI content be?”   

  

In the first semester, an opportunity to collect information presented itself with the call from the academic community to acknowledge and cite the use of generative AI. This led to the creation and introduction of the AI Declaration forms (Lam, 2024b) for two assessments—the business proposal and the pitch. Students declared their use of generative AI and more specifically wrote about the tools they were using, and how they were using it (i.e. prompts and what they did to the outputs). The data was analysed and coded into themes (e.g. stages of writing or preparation) to inform the curriculum updates that focused on the principles and limitations of using AI tools in business communication. The key learning objective that was emphasised throughout was critical thinking through evaluation of generated outputs and through creation—their ability to combine parts to form a coherent whole or new product (Bloom’s 2001 revised taxonomy)  

 

The following topics (AlAfnan et al, 2024; Lam, 2024a; Riapina, 2023) were discussed over the semester 

  • Use of AI tools for research and idea generation with an emphasis on evaluation and creation (critical thinking)  
  • Issues of ownership of AI-generated outputs (e.g. terms of use, licenses, laws) and the implications of using AI in school   
  • Use of AI for the editing process (e.g. grammar, spelling, enhancing vocabulary, paraphrasing, style, tone) and implications of using AI at work   
  • Use of AI for presentations (i.e. creation of slides and visuals; writing of scripts)  
  • Use of AI to prepare for the Q&A (e.g. generating questions and practicing answers) with an understanding of the context  

  

In order to understand the effectiveness of the implementation, (1) a perception survey, and (2) an analysis of the AI declaration forms for semester 2 were carried out.  

 

In the perception survey, participants responded that their awareness of the principles and potential issues of using AI had increased from an average of 3.43 (pre-course) to 4.08 (post-course) on a scale of 5 (0= No Knowledge; 5= Very Knowledgeable) but they had varying responses to the usefulness of each topic. The analysis of responses in the AI declaration forms for Semester 2 found instances of critical thinking (i.e. student evaluation of generated outputs and the creation of coherent and/or original work). 

 

This presentation shares the findings of this action research and the significance of the approach. 

REFERENCES

AlAfnan, M. A., Dishari, S., & MohdZuki, S. F. (2024). Developing Soft Skills in the Artificial Intelligence Era: Communication, Business Writing, and Composition Skills. Journal of Artificial Intelligence and Technology. http://dx.doi.org/10.37965/jait.2024.0496

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian,P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R.,Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Longman

Lam, A. W. (2024, May 1). Embracing AI in education. Faculty Focus. https://www.facultyfocus.com/articles/teaching-with-technology-articles/embracing-ai-in-education 

Lam, A. W. (2024, May 28). Learning from learners: Student use of AI. The Teaching Professor.  https://www.teachingprofessor.com/topics/teaching-strategies/teaching-with-technology/learning-from-learners-student-use-of-ai/ 

Riapina, N. (2023). Teaching AI-enabled business communication in higher education: A practical framework. Business and Professional Communication Quarterly, 23294906231199249. https://doi.org/10.1177/23294906231199249

Sharma, D., & Pandey, H. (2024). Pedagogical Impact of Text-Generative AI and ChatGPT on Business Communication. Business and Professional Communication Quarterly, 23294906241249113. https://doi.org/10.1177/23294906241249113 

Mckinsey. (2024a, March 18). The human side of generative AI: Creating a path to productivity    https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/the-human-side-of-generative-ai-creating-a-path-to-productivity 

Mckinsey. (2024b, May 20). The state of AI in early 2024: Gen AI adoption spikes and starts to generate value. https://www.mckinsey.com/capabilities/quantumblack/our-insights/the-state-of-ai 

PWC. (2024, May 21) AI Jobs Barometer. https://www.pwc.com/gx/en/issues/artificial-intelligence/ai-jobs-barometer.html 

The Role Of Intra-Personal Competencies In Sustaining Success In Continuous Learning

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Alfred CHAN* and Marcus WEE 

Lifelong Education and Training,
School of Continuing and Lifelong Education (SCALE)

*alfredch@nus.edu.sg 

Wee, M. & Chan, A. (2024). The role of intra-personal competencies in sustaining success in continuous learning [Lightning talk]. In Higher Education Conference in Singapore (HECS) 2024, 3 December, National University of Singapore. https://blog.nus.edu.sg/hecs/hecs2024-achan-mwee/

SUB-THEME

Opportunities from Wellbeing 

KEYWORDS

Awareness, motivation, intra-personal, insights, growth 

CATEGORY

Lightning Talk

EXTENDED ABSTRACT

This research investigates the critical role of intra-personal skills—self-awareness, self-regulation, and self-motivation—in supporting continuous learning within today’s rapidly evolving technological and job market environments. The study hypothesises that these skills significantly enhance adaptability, goal-setting, and persistence in learning contexts. 

 

Employing a mixed-methods approach, the research collects quantitative data through surveys of participants in continuous learning programs. These surveys measure intra-personal capabilities and their impact on learning outcomes. Additionally, qualitative insights from interviews and discussions provide a deeper understanding of how these skills are utilised in real-world learning scenarios. 

 

The findings reveal that individuals with strong intra-personal skills are better equipped to adapt to new information, achieve learning goals, and maintain motivation despite challenges. The study emphasises the importance of mastering these competencies to effectively navigate dynamic environments and proposes practical strategies for cultivating them among learners in Continuing Education and Training (CET) programmes.

 

Ultimately, the enhancement of intra-personal skills empowers individuals to engage in lifelong learning, fostering both personal and professional growth. 

 

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