| Generative AI and chatbots in business communication teaching Designed customised AI chatbots and structured ChatGPT exercises for business communication courses, casting AI as an assistant, coach and provocateur rather than a shortcut, to build critical reading, evaluative judgement and independent writing. — Sharma, Kakkar & Agrawal (2025), BPCQDeveloped a hypothetical case discussion that teaches AI-assisted writing as managerial thinking and decision-making rather than a technical output; students showed significant gains in contextual reasoning, critical thinking and awareness of the limits of generative AI. — Sharma, Agrawal & Ahuja (2026), BPCQCreated the Experiential-Bibliotherapy-Blogging project: students use ChatGPT as an assistant, coach and motivator to diagnose and solve real problems such as social media addiction and poor time management, then publish their reflections as blog posts. — Sharma (2024), BPCQEvaluated, through focus groups and netnography, the strengths, weaknesses, opportunities and threats of text-generative AI in business communication teaching on a postgraduate management programme, and proposed new designs for pre-reading support, classroom materials, assignments and evaluation. — Sharma & Pandey (2026), BPCQCo-edited AI Disruption and Opportunities: Preparing Youth for Global Challenges (Atlantis Press, 2026); trains professionals in using AI at the workplace. |
| Happiness, well-being and mental health Co-edited AHA! Actions for Happiness in Action (Bloomsbury, 2025) and Return to Yourself: A 4D Reset Journal for Happiness, Mental Well-being and Inner Balance (2026).Built a CBT-based developmental bibliotherapy reading course for 138 postgraduate students that led to positive habit formation and attitude change in self-management. — Sharma (2023), Journal of Poetry TherapyUsed poetry writing as a hope-building tool with management students processing the COVID-19 pandemic and their community work; autoethnographic studies show how writing poetry sustains the self through difficult times. — Sharma (2024, 2021, 2020, 2019), Journal of Poetry TherapyAs Dean (Student Affairs), introduced interventions for students’ mental health, diversity and emotional well-being; coordinated the ATAL FDP Mindful Teaching: Prioritizing Wellbeing (2024); Editorial Board Member, Journal of Poetry Therapy.Trains managers in holistic and mindful communication, trust and resilience, and emotional intelligence; reviewed Buddhist business models that promote mindful practice and the genuine happiness of individuals, communities and organisations. — Sharma et al. (2023), Business Strategy and the Environment |
| Innovation in pedagogy Service-learning assessment in which students practise organisational, leadership and interpersonal communication in authentic workplace conditions (N = 117), and design social media campaigns that meet NGOs’ needs for people, materials and money (n = 93). — Sharma (2021, 2022), BPCQClient-based project in which students create informational, emotional, social and entertaining content for local street vendors’ business pages. — Sharma (2025), BPCQWorkplace-like business writing through LinkedIn and blogging, giving students a real audience and professional connections (n = 98). — Sharma (2022), BPCQDigital oratory on YouTube to build public-speaking self-efficacy, and memes as instructional tools for experiential learning in public speaking. — Sharma (2023, two articles), BPCQOlympics Under Fire, a stakeholder simulation for strategic persuasion and negotiation, and a hypothetical case on the unmindful professional use of social networking sites. — Sharma (2025, 2024), BPCQStudied how management faculty built online-teaching self-efficacy during the pandemic (‘panic-gogy’) and how teaching philosophy statements can drive management education reform. — Sharma & Pankaj (2022), IJMIE; Sharma, Tripathi & Pankaj (2020) |
