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This study examines whether common directors are guilty of contagion of corporate frauds from the customer side and, if so, how contagion occurs. Moreover, it explores a way to mitigate it, which is the increased digital orientation of firms.

Secondary data analysis is applied in this paper. We extract supply chain relations from the China Stock Market and Account Research (CSMAR) database as well as corporate fraud data from the same database and the official website of the China Securities Regulatory Commission (CSRC). Digital orientations are estimated through text analysis. Poisson regression is conducted to examine the moderating effect of common directors and the moderated moderating effect of the firms’ digital orientations.

By analysing the 2,096 downstream relations from 2000 to 2021 in China, the study reveals that corporate frauds are contagious through supply chains, while only customers’ misconduct can contagion to upstream firms. The presence of common directors strengthens such supply chain contagion. Additionally, the digital orientation can mitigate the positive moderating effect of common directors on supply chain contagion.

This study highlights the importance of understanding supply chain contagion through corporate fraud by (1) emphasising the existence of the contagion effects of corporate frauds; (2) understanding the potential channel in the process of contagion; (3) considering how digital orientation can mitigate this contagion and (4) recognising that the effect of contagion comes only from the downstream, not from the upstream.

The purpose of this paper is to identify the factors determining students’ attitude toward using newly emerged artificial intelligence (AI) tool, Chat Generative Pre-Trained Transformer (ChatGPT), for educational and learning purpose based on technology acceptance model.

The recommended model was empirically tested with partial least squares structural equation modeling using 375 student survey responses.

The study revealed that students have a favorable view of the instructional use of ChatGPT. Usefulness, social presence and legitimacy of the tool, as well as enjoyment and motivation, contribute to a favorable attitude toward using this tool in a learning environment. However, perceived ease of use was not found to be a significant determinant in the adoption and utilization of ChatGPT by the students.

This research is intended to benefit enterprises, academic institutions and the global community by offering light on how students perceive the ChatGPT service in an educational setting. Furthermore, the application enhances confidence and interest among learners, leading to improved literacy and general awareness. Eventually, the outcome of this research will help AI developers to improve their product and service delivery, as well as benefit regulators in regulating the usage of AI-based bots.

Due to its novelty, the current research on AI-based ChatGPT usage in the education sector is rather restricted. This study provides the adoption aspects of ChatGPT, a new AI-based technology for students, thereby contributing significantly to the existing research on the adoption of advanced education technologies. In addition, the literature lacks research on the adoption of ChatGPT by students for educational purposes; this study addresses this gap by identifying adoption determinants of ChatGPT in education.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.