Search results

The purpose of the study was to evaluate the impact of generative artificial intelligence (GenAI) on students' learning experiences and perceptions through a master’s-level course. The study specifically focused on student engagement, comfort with GenAI and ethical considerations.

The study used an action research methodology employing qualitative data collection methods, including pre- and post-course surveys, reflective assignments, class discussions and a questionnaire. The AI-Ideas, Connections, Extensions (ICE) Framework, combining the ICE Model and AI paradigms, is used to assess students' cognitive engagement with GenAI.

The study revealed that incorporating GenAI in a master’s-level instructional design course increased students' comfort with GenAI and their understanding of its ethical implications. The AI-ICE Framework demonstrated most students were at the initial engagement level, with growing awareness of GenAI’s limitations and ethical issues. Course reflections highlighted themes of improved teaching strategies, personal growth and the practical challenges of integrating GenAI responsibly.

The small sample size poses challenges to the analytical power of the findings, potentially limiting the breadth and applicability of conclusions. This constraint may affect the generalizability of the results, as the participants may not fully represent the broader population of interest. The researchers are mindful of these limitations and suggest caution in interpreting the findings, acknowledging that they may offer more exploratory insights than definitive conclusions. Future research endeavors should aim to recruit a larger cohort to validate and expand upon the initial observations, ensuring a more robust understanding.

The study is original in its integration of GenAI into a master's-level instructional design course, assessing both the practical and ethical implications of its use in education. By utilizing the AI-ICE Framework to evaluate students' cognitive engagement and employing action research methodology, the study provides insights into how GenAI influences learning experiences and perceptions. This approach bridges the gap between theoretical understanding and the real-world application of GenAI, offering actionable strategies for its responsible use in educational settings.

The purpose of this paper is to elucidate the moral dimensions of accounting by examining the case of Gross National Happiness (GNH) in Bhutan, and to propose a new approach to accounting that is grounded in the Buddhist principle of the Middle Path. This approach aims to promote well-being and happiness, contrasting with traditional accounting practices.

The paper outlines the core concepts of the Middle Path theory and GNH. The authors first problematise the role of traditional accounting in the well-being and happiness project. The authors explore accountability from the Middle Path perspective, which is a key aspect of Buddhist philosophy. Using the concept of Middle Path accountability and GNH in practice, the authors then examine accounting in terms of the four “immeasurable moral virtues” (tshad med bzhi) of the Middle Path. The authors conclude by highlighting the value of the Middle Path for conceptualising accountability and emancipating contemporary accounting from its ethical and theoretical constraints.

This paper compares the application of traditional accounting and accountability with the Middle Path and GNH practices. The authors find that ethical discourses in traditional accounting and accountability are not compatible with the values of the Middle Path, thereby limiting the scope of accounting and accountability. This constraint is overcome by introducing four “immeasurable moral virtues” (tshad med bzhi) of Buddhism, which promote spiritual development (wisdom) to replace the existing ethical strands of traditional accounting and accountability to support the well-being and happiness project.

The study is limited to the review of concepts in GNH and Buddhist philosophy. More empirical studies in different contextual settings could increase understanding of how the practice of Middle Path and GNH could drive the project of well-being and happiness through accounting.

The paper seeks to contribute to the operationalisation of GNH in organisation by framing social and well-being accounting grounded in the Middle Path theory. The authors also seek to clarify the role of accounting as a social and moral practice.

Situated within the fields of social and moral accounting, the paper seeks to elevate the potential role of accounting in the promotion of well-being and happiness of people and other sentient beings. By applying four moral virtues of love, compassion, appreciative joy and equanimity in accounting, the authors seek to enhance the role of accounting that could potentially reduce poverty, social inequity, corruption and promote harmony and cultural well-being.

This study undertakes a conceptual integration of the GNH and Middle Path philosophy to understand the theoretical and ethical implications of traditional accounting and accountability. This contribution to the literature expands the possibilities of accounting and accountability on social and well-being accounting by introducing the Middle Path and GNH concepts.

Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.

Action research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.

The results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”

This study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

This study identifies benefits and challenges of PL partnerships, and recommendations to improve the PL partnership process.

Qualitative data was collected via semi-structured interviews (n = 8) with Irish PL retail buyers (n = 4) and producers (n = 4). Data was coded and thematically analysed.

Three key themes were identified. Theme 1 provides an overview of the benefits of PL partnerships for producers (e.g. volume driven orders, increased efficiencies) and for retailers (e.g. unique products, meeting consumer demand). Theme 2 presents challenges of PL partnerships specific to small and large producers (e.g. small producers may need significant investment to upgrade facilities, while larger producers may require significant volume to justify adaptation of production lines). Challenges common to both (e.g. risks related to short-term contracts, concerns about brand identity) are also discussed. Theme 3 summarised recommendations for successful PL partnerships generally (e.g. setting clear expectations and goals, building rapport and trust), and recommendations specific to producers and buyers specifically (e.g. producers should diversify customers to reduce risk, and retailers should communicate needs and direction).

There is currently limited research on PL partnerships between producers and retailers. This study addresses this gap by identifying key aspects for producers to consider when entering PL partnerships and key aspects for retailers to be aware of to help improve the attractiveness and success of these partnerships.

This qualitative case study aims to investigate how current services meet the emotional needs of young women growing up with perinatally acquired human immunodeficiency virus (HIV). Young women (15–19 years old), caregivers and service providers were recruited through three multidisciplinary HIV management centres in Malawi.

In-depth interviews were used to collect data for 14 “cases” (each “case” involved a young woman, a caregiver and a service provider, for a total of 42 participants). The interviews with adolescents were conducted using an innovative visual method known as the “my story” book.

Thematic analysis revealed that young women experienced traumatic experiences and emotional neglect after being diagnosed as HIV positive. Lack of adult support networks and social isolation were identified as intersecting factors contributing to their mental distress. According to the findings of this study, HIV care should more explicitly include comprehensive mental health-care services. This provision should include ongoing individualised counselling sessions, supplemented by communication skills training to help break the prevalent cultural silence on HIV issues. Young people living with HIV, in general, and young women, are more likely to experience mental health issues than their non-infected peers. Integrating comprehensive mental health evaluation and treatment into HIV care for young people can be beneficial.

Mental health issues are critical and underserved challenges among young people living with perinatally acquired HIV. Women experience a higher prevalence of mental challenges than men. Integrating comprehensive mental health evaluation and treatment into HIV care for young people can be beneficial. Therefore, interventions to assist young people with mental health issues are needed within the context of HIV management in Malawi.

Many studies on mental health and HIV/AIDS have been conducted. However, there is very little information as regards the emotional needs of young women growing up with perinatally acquired HIV. This study fills the void.

In recent years, the robotic process automation (RPA) technology, a software-based method to automate routine tasks in business processes, has gained significant interest and adoption. However, many implementation projects fail and current literature lacks a synthesis and comprehensive overview of factors that challenge the implementation of RPA, have an impact on success or failure of projects, or, play an enabling role in an RPA project. Hence, the purpose of this research is to identify key factors that should be considered by organizations when conducting an RPA project.

The paper adopts a qualitative methodology based on data collected in a systematic literature review (SLR) and interviews with 10 RPA experts. Using inductive coding, an integrated framework of key factors is developed.

The results suggest that the key factors for a successful RPA introduction can be divided into human, organizational and technical factors. Important aspects include for example project management techniques, capabilities and skills of employees, as well as data security considerations.

The paper contributes to knowledge by synthesizing previously dispersed knowledge into an integrated framework, as well as by complementing previous results with new qualitative, empirical data. Additionally, the RPA-specific factors are put into the perspective of persistent problems in information systems development.

Drawing on the socioemotional selectivity theory and the volunteerism literature, this study aims to examine the influence of empathy, altruism and opportunity recognition, on social entrepreneurial intentions (SEI) of people who have retired from a full-time career. Furthermore, the study examines whether the above-mentioned relationships are mediated by moral obligation.

A set of hypotheses is tested by applying partial least squares structural equation modelling on a survey sample of 227 retirees in Oman, who had participated in an entrepreneurial leadership training after retirement. Using SmartPLS software, the path model is tested through bootstrapping.

The findings suggest that altruism and opportunity recognition do not have a direct relationship with SEI, however, they are significant only when mediated through moral obligation. Nevertheless, empathy has a significant direct association with SEI, and an indirect relationship through moral obligation.

The findings of this study demonstrate that to develop intentions to indulge in social entrepreneurship, among retirees who are approaching their senior years, the focus should be on driving their sense of moral obligation to society. Hence, policymakers and authorities connected to social wellbeing goals can fine-tune their initiatives, such as training, by emphasizing on moral obligation to address social issues through social entrepreneurship.

The novelty of this study is twofold. Firstly, to the best of the authors’ knowledge, it seems to be among the first empirical study that is at the crossroads of the senior entrepreneurship and the social entrepreneurship literature. Secondly, this study fills a gap in the extant literature by deploying the socioemotional selectivity theory to examine the antecedents of SEI of people who have retired from full-time employment in their early to late senior years.

The purpose of this study is to address the generalised lack of guidance on ethical treatment of corporate (e.g. non-research) data in higher education institutions, by focusing on the case of the University of Queensland (Brisbane, Australia). No actionable framework is currently available in the country to govern the ethical usage of corporate data. As such, this research takes a stakeholder-centred approach to data ethics; the lived experience of the stakeholders involved coupled with a theory-based ethical framework allowed the authors build to build a framework to guide ethical data practice.

Adopting a revised canonical action research approach focused on intervention on the context, the authors conducted a review of the literature on ethical usage of data in higher education institutions; administered one survey to university students (n = 168); and facilitated three workshops with professional staff (two) and students (one).

Collected data highlighted how, among other themes, the role and ethical importance of transparency was the dominant claim among all stakeholder groups. Findings helped the authors develop an Enhanced Enterprise Data Ethics Framework (EEDEF) emphasising transparency and stakeholder-centricity.

Legislation is the driver to regulate the use of corporate data in higher education; however, this can be problematic because legislation is retrospective, lacks normativity and offers scarce directions for cases that do not exactly follow within the legislative mandate. In light of these regulatory limitations, the authors’ EEDEF offers operators guidance on how to ethically manage corporate data in the higher education environment.

This study fills gaps in praxis and theory; that is the lack of literature and guiding ethical frameworks to inform data practice in higher education. This research fosters a more ethical data management by virtue of genuine and authentic engagement with stakeholders and emphasises the importance of strategic decision-making and maturity of data culture in the higher education sector.

The purpose of this study is to investigate the integration of entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren, and to understand its implications for educational practices and outcomes.

This study adopts a qualitative research approach, using literature review and analysis of empirical data to explore the intersection of entrepreneurial spirit and multicultural values in Islamic education. It incorporates findings from multiple sources, including scholarly articles, books and empirical studies, to provide a comprehensive understanding of the topic.

The findings reveal that the integration of entrepreneurial spirit and multicultural values in Islamic education empowers students economically, fosters innovation in teaching methods and promotes character development and business ethics. Moreover, it emphasizes appreciation for diversity, cross-cultural collaboration and social responsibility within the educational context. This integration creates an inclusive learning environment conducive to the development of entrepreneurial skills, innovation and ethical leadership.

Generalizability: the findings of this study may be limited in their generalizability due to the focus on specific multicultural Islamic educational institutions, potentially limiting the applicability of the results to broader educational contexts. Sample size and diversity: the study’s sample size and diversity may impact the representativeness of the findings. Future research could aim for larger and more diverse samples to enhance the robustness of the results. Methodological constraints: the reliance on certain research methods, such as surveys and interviews, may introduce biases or limitations in data collection. Researchers should consider using a variety of methodologies to triangulate findings and ensure comprehensive understanding. Time constraints: the study’s timeframe may have constrained the depth of analysis and limited the exploration of the long-term effects of entrepreneurship education on student development. Future research could adopt longitudinal approaches to address this limitation. Cultural context: the findings are contextualized within the cultural and educational landscape of multicultural Islamic institutions, which may limit their transferability to other cultural or religious contexts. Researchers should consider examining similar phenomena in diverse cultural settings. Resource constraints: resource limitations may have impacted the scope and depth of the research. Future studies could seek additional resources to conduct more extensive investigations and analyses. Bias and subjectivity: despite efforts to minimize bias, researchers’ subjectivity and potential biases in data interpretation and analysis cannot be entirely eliminated. Researchers should acknowledge and address their own biases transparently. Ethical considerations: the study may have encountered ethical challenges related to participant consent, confidentiality and cultural sensitivity. Future research should prioritize ethical guidelines and considerations to ensure the protection and well-being of participants. Addressing these limitations in future research endeavors can contribute to a more comprehensive understanding of the role and impact of entrepreneurship education in multicultural Islamic educational settings.

Practically, the study informs educational institutions, especially pesantren, about the benefits of integrating entrepreneurial spirit and multicultural values into their curriculum and pedagogical approaches. It offers insights into effective strategies for fostering entrepreneurship, innovation and intercultural competence among students.

The integration of entrepreneurial spirit and multicultural values in Islamic education has broader societal implications. It cultivates a generation of socially responsible and inclusive leaders capable of addressing global challenges with creativity and empathy. By promoting cultural understanding and collaboration, it contributes to building more harmonious and resilient communities.

This study is original in its comprehensive exploration of the intersection between entrepreneurial spirit and multicultural values in Islamic education, particularly within the context of pesantren. It offers fresh insights into how these dimensions can be integrated synergistically to enhance educational practices and outcomes.

This study aims to investigate the impact of leader’s religiosity on teachers’ organizational commitment and leaders’ virtuous behaviors. Second, it is intended to examine the significant influence of Al-Ghazali’s fundamental virtues – wisdom, justice, temperance and courage – on the level of commitment displayed by teachers in K12 schools.

To analyze this connection, a total of 335 surveys were collected from K12 private schools situated in the Kurdistan Region of Iraq. The data were then evaluated using confirmatory factor analysis and structural equation modeling.

It has been found that leaders’ virtuous behaviors have significant positive effects on teachers’ commitment. Furthermore, while religiosity did not directly influence teachers’ commitment, the virtuous behaviors of leaders played a significant mediating role in this relationship.

This research fills a gap in the literature by exploring the impact of Islamic ethical principles on employee commitment, specifically within the context of K12 education in the Kurdistan Region of Iraq. It emphasizes the critical role of leaders’ virtuous behaviors in improving employee commitment.