Writing proficiency is critical for management professionals but is often underemphasized in business curricula. We examine how career problem-based learning (CPBL) activities, like salary negotiations and career-pitches, enhanced management students’ writing competencies. Undergraduate business students (N=156) engaged in CPBL activities designed to mimic real-world scenarios and received targeted feedback, incentives, and practice opportunities. We evaluated improvements in writing by using instructor grades and metrics inferred from a dictionary derived from a large language model (Linguistic Inquiry and Word Count, LIWC, 2022). We found that students used more descriptive, definitional, argumentative, insightful, and analytical language and less alluring language by the end of the semester. Overall, role-playing and weekly writing activities significantly improved the writing skills of management students. The results and course design highlight the potential of CPBL activities in integrating skill-based learning with career-oriented activities to enable them to succeed in their professional lives.
