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Kerala is one of India's most advanced states in human development and other social indices. This study aims to look at the management education scenario in Kerala from a macro-perspective and examines the existing trends, major issues and present challenges facing the sector.

The study is driven by previously unexplored secondary data published by India's apex technical education regulator–All India Council for Technical Education (AICTE). Qualitative and quantitative assessments are assimilated from the organization, dissection and categorization of unit-level data.

Business schools (B-schools) in the state are facing acute distress in enrolments. There are intra-regional variations in institution count and occupancy rates. The vast majority of the institutions have no accreditation at all. The entire sector is facing a protracted decline.

The study has relied primarily on descriptive statistics considering a single discipline within the higher education sector in Kerala. Future studies should look at other disciplines (engineering, medicine) simultaneously. Use of statistical methods like panel data regression would be beneficial to find hidden trends in cross-sectional and longitudinal time-series data.

Management education in Kerala is facing an existential crisis. This has implications for the state's economic development. The paper creates strong imperatives for government policymaking to forestall the complete decline of the sector.

A highly literate state with advanced human development indices need not be a suitable location for building a knowledge-based economy. Government policy has strong implications for the development and sustenance of higher education. The relationship between government and business schools are symbiotic.

The paper maps the progression of B-schools from local to global. A typology of privately funded B-schools is proposed. The conceptual framework advanced in this study can contribute to further literature development. The suggested policy initiatives are applicable not only to Kerala but also to other tightly regulated markets.

This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile technologies together.

This qualitative research study, designed in the single cross-section model, aimed to reveal futuristic visions of PhD students on the use of LA in mobile learning. In this respect, SCAMPER method, which is also known as a focused brainstorming technique, was used to collect data.

The findings of the study revealed that the use of LA in mobile can solve everyday problems ranging from health to education, enable personalized learning for each learner, offer a new type of evaluation and assessment and allow continuous feedback and feedforwards; yet this situation can also arise some ethical concerns since the big data collected can threaten the learners by interfering with their privacy, reaching their subconscious and manipulating them as well as the whole society by wars, mind games, political games, dictation and loss of humanity.

The research is limited with the views of six participants. Also, the sample of the study is homogeneous in terms of their backgrounds – their age range, their departments as PhD students and their fields of expertise.

The positive perceptions of PhD students provide a ground for the active use of LA in mobile. Further, big data collected through LA can help educators and system makers to identify patterns which will enable tailored education for all. Also, use of LA in mobile learning may stimulate the development of a new education system including a new type of evaluation and assessment and continuous feedback and feedforwards.

The widespread use of mobile technologies opens new possibilities for LA in the future. The originality of this research comes from its focus on this critical point.

This study aims at investigating the impact of using Lego Serious Play (LSP) on the effectiveness of teaching supply chain (SC) 4.0 in higher education by going from a traditional 2D approach to a 3D one. LSP in this study is explored as a gamification pedagogical approach that taps into the connection between hands and brain to inspire and engage students to build 3D models using metaphors and storytelling.

An empirical study was conducted among 50 students (over two terms) who were enrolled in a SC 4.0 course and used LSP in their final project that focused on digital SC design. Two questionnaires were designed (one after the standard LSP workshop and the other upon completion of the project) to solicit feedback with respect to how LSP helped students to better understand SC 4.0 topics and fulfill their project. The results were analyzed using Bloom’s taxonomy as well as other pedagogical framework to understand the positive impact of LSP at the cognitive, motivation and social levels.

Results showed that using LSP can enhance the teaching of various SC principles and technologies beyond the abstract point of view (2D) through offering the students an opportunity to apply these principles and technologies in a futuristic project using a hands-on 3D approach. The LSP approach demonstrated its ability to help students navigate through both lower order thinking skills (LOTS) and higher order thinking skills (HOTS) in a meaningful and playful manner. Finally, improving the design skills for students was clear using LSP as it unleashes imagination and taps into internal knowledge together with collective inputs.

The reliance on one case study can be a limitation regarding the generalization of the proposed results. This limitation is attenuated by the representativeness of the case study analyzed. Furthermore, the presented work should encourage future analyses as well as expanding the implementation of LSP to other SC 4.0 teaching contexts and applications.

This paper contributes to the very few literatures regarding using gamification in SC education and specifically how LSP methodology can be adopted in teaching SCM 4.0.

India is the first country to have mandated compulsory corporate social responsibility (CSR) spends through changes in its legislative framework. Focus has thus shifted from the “why” to the “how” of CSR and, therefore, a shift in the “locus” of CSR responsibility from the “influencer” chief executive officer toward the “implementer” CSR professionals. The purpose of this paper is to study the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation.

This paper, using a case study design, studies the role of management education in developing individual competencies among the implementers and impacting effective CSR implementation. Building on theoretical frameworks, this paper carries out an exploratory research of an Indian business school’s management education program for development practitioners. It uses qualitative inputs gathered from relevant stakeholders of the program to understand the role of management education in facilitating the paradigm shift in CSR in the Indian context.

The paper finds that the program has impacted outcomes at three levels, namely through developing key individual CSR-related competencies; impacting participants’ professional performance; and organizational impact in effective CSR implementation.

The case study provides a roadmap to business schools for designing and implementing programs for CSR professionals.

Extant research in the Indian context is silent on key competencies required for CSR implementation and also on the role of management education in developing the same. Such competencies can ensure the efficiency of the expected large CSR spends by private corporates under the new legal requirements and alter the country’s social development path.

As the size of the population is growing and the capacity of the planet Earth is limited, human beings are searching for sustainable and technology-enabled solutions to support society, ecology and economy. One of the solutions has been developing smart sustainable cities. Smart sustainable cities are cities as systems, where their infrastructure, different subsystems and different functional domains are virtually connected to the information and communication technologies (ICT) and internet via sensors and devices and the Internet of Things (IoT), to collect and process real-time Big Data and make efficient, effective and sustainable solutions for a democratic and liveable city for its various stakeholders. This chapter explores the concepts and practices of sustainable smart cities across the globe and explores the use of technologies such as IoT, Blockchain technology and Cloud computing, etc. their challenges and then presents a view on business models for sustainable smart cities.

How do you teach the future when it has not happened yet? The purpose of this paper is to delve into the teaching and learning philosophies of Futurist Dr Ian Yeoman of Victoria University of Wellington who emphasises authenticity, problem-based learning, visuals as creative tools and students’ negotiating problems.

This paper is a reflective account of the Author Dr Ian Yeoman as a human instrument.

The paper overviews three papers taught by the Author Dr Ian Yeoman – TOUR104 is a first-year introductory course addressing how the drivers and trends in the macro environment influence tourism from a political, economic, social, technology and environment perspective. TOUR301 is a third-year course as part of the bachelor of tourism management degree. The course aims to help students develop the skills and knowledge necessary to understand and critically analyse tourism public policy, planning and processes within New Zealand and a wider context. TOUR413 is a scenario planning paper, applied in a tourism context and taught to students in postgraduate programs.

The paper examines different learning tools and strategies in order to deliver the philosophy with scaffolding and incremental learning featuring predominantly in this approach.