The purpose of this literature synthesis was to identify AI literacy skills, specifically prompt engineering skills, that are applicable to the business communication classroom. By breaking down disciplinary literature silos, six AI competencies, which are extensions of skills already taught in the business communication classroom, were identified. The input competencies involve training students to (1) provide AI with detailed context, (2) create opportunities for clarification of instructions, and (3) think of the creation of communication material as an iterative process. Competencies for working with the AI-created material include training students to (4) evaluate the AI-generated content for accuracy, (5) assess bias, as well as (6) revise output for voice. Each skill extends existing business communication competencies. As such, this paper provides a roadmap for integrating AI literacy into business communication as an extension of existing curriculum rather than an addition of new content.

The article investigates how crisis response strategy is influenced by pre-crisis reputation and country of origin during (COO) during crisis. A quasi-experimental study was undertaken to test this influence in Indian versus Non-Indian countries. Countries with positive national identity can withstand the crisis situation better than one with a negative or neutral identity. Based on the COO, companies can choose a less accommodative crisis response strategy like diminishing rather than rebuilding to quell the crisis impact. It provides an understanding of how crisis managers can select the most appropriate response strategy during crisis.