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This study aims to discuss whether the lasting Confucian philosophy could be used in responding to the consequences of technological impacts on jobs in the Age of Robots from a human resource management and development (HRMD) perspective.

Related literature concerning traditional Confucian philosophy and the power of Confucianism was examined. Key perspectives on this topic relating to smart technology were analyzed. Whether Confucian humanity could be used to promote ethical behavior and continuous improvement in the workplace in the Age of Robots was then discussed.

Three propositions were made: humans can better coexist with artificial intelligence (AI) and robots if humanity is valued, cultivated and practiced; some concepts of traditional Confucian philosophy can be applied to support management, employees and organizations to go through the technology-driven social change; and managements and human resource professionals can be the change agent and adopt Confucian paradigm for employees’ and organizational effectiveness in the Age of Robots.

Future research on human–machine interactions and strategic plans to apply Confucian humanity on job restructuring in robotic workplace is recommended.

For organizational development implication, human resource professionals may identify business opportunities, develop human–machine interactions strategic plans, build out creative process and promote moral behaviors and ethical conduct with a growth mindset.

For corporate social responsibility, management and human resource professionals can upskill and reskill employees to develop talents, avoid technology unemployment and advance their human skills to be competitive in the robotic workplace.

This study highlighted how human workers should work like a human, not as a robot, by building a lifelong character through a moral refinement process for self-fulfillment, social responsibility and social stability.

In 2021, Dr Shang-Ying Chen, chair of the Department of Theatre Arts at National Sun Yat-sen University, invited me to teach in Taiwan for the 2022 academic year. I taught six 16- to 18-week courses, including creativity, marketing, theater management, and research methods, to 100 undergraduate and graduate college students in English.

As a published sociologist and practitioner of accessibility, diversity, equity, and inclusion (ADEI), I seek to center ADEI in every aspect of my own life, which includes my teaching. My chapter “Teaching ADEI in Taiwan” is an autoethnographic study, utilizing participant observation in documenting the ways in which inclusive pedagogies of ADEI impact teaching and learning in Taiwan. As a Jewish white English-speaking researcher-teacher, I also interrogate my own racial awareness and the impact it has on my efforts to provide my Taiwanese students with an education that is culturally responsive. ¹

Co-creation experiences are psychologically complex phenomena. This chapter discusses how cognitive psychology can add value to the co-creation of experiences. There are different meanings of co-creation and here the focus is on the customer's mental experience. This chapter analyses the theoretical underpinnings of co-creation and discusses key dimensions of the concept from a cognitive perspective, highlighting the importance of attention and active involvement. Furthermore, it discusses how technologies (augmented reality, robotics, intelligence systems) can prompt experience co-creation. Finally, this chapter examines the literature of co-creation and experiential learning overlap in knowledge building. Opportunities for future empirical research in this area are suggested.

Capitalism is under siege (Porter & Kramer, 2011), and business schools are under fire (Amann et al., 2013). So, management and leadership education in higher education institutions should be reinvented under the more challenging era of capitalism. How then can business schools cope with these challenges and contribute to global endeavor for making sustainable capitalism? In this context, there is thus reason for the following three core concerns that new understanding of management and leadership education is required. First, shortcomings of contemporary capitalism lead to failures of responsible management. Second, ethical failure of management leadership is a pressing issue. Third, academic responsibility under the new capitalism remains unexamined. Based on these three core concerns, we seek to generate inclusive insights into the educational embeddedness of management and leadership members and the consequences of such embeddedness on managerial processes, structures, and outcomes under contemporary capitalism.

This study, which is a cross-sectional survey, aims to investigate health-care academics, clinicians and students’ perspectives of health-care simulation-based learning (SBL) and extended reality (XR) haptics use within health-care education. Participants’ views regarding the application, barriers and facilitators of SBL and XR haptics were explored.

The authors conducted an online international cross-sectional survey of 178 participants.

The survey found high health-care SBL use (n = 97, 55.1%) but low awareness (n = 48, 27.3%) or prior use of XR haptics (n = 14, 7.9%). Participants expressed interest in XR haptic technology emphasising its potential in SBL, particularly for understanding anatomy and physiology, enhancing clinical reasoning and consultation and practical skills.

Whilst there was interest in XR haptics, few participants described previous experience of using this technology in SBL. A large percentage of the participants were UK-based. Most participants were from a nurse or physiotherapy professional background.

XR haptics is a developing technology for SBL in health-care education. Whilst there was clear interest from survey participants, further research is now required to develop and evaluate the feasibility of using this technology in health-care education.

Health-care students, educators and clinicians views on XR haptics have not previously been explored in the development and application of this technology. The findings of this survey will inform the development of XR learning scenarios that will be evaluated for feasibility in health-care SBL.