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This paper presents an interactive multimedia case study in waste water management developed at the University of Surrey, UK. The case study considers waste water treatment methods used in a typical sewage treatment works (STW). The works uses a biological treatment process which depends on the provision of dissolved oxygen to the incoming waste water stream. There are several alternative ways of providing oxygen and this case study explores the technical, environmental, economic and social aspects of the various alternatives. The aim of the case study is to suggest which criteria chemical engineers should consider in order to identify more sustainable process alternatives. The case study is developed as an IT‐based interactive learning package (CD‐ROM).

The purpose of this paper is to provide insight into the competence in use when working with interactive research, which is a continuation and elaboration of action research.

A qualitative research approach was adopted for the study. The main body of empirical material in this paper is based on two sources of data – a survey comprising open-ended questions, followed by a series of focus group interviews. The respondents were researchers with varying degrees of experience in using interactive research.

The findings provide illustrations of what characterises interactive research as work and identify an additional set of activities that go beyond traditional research activities. Some activities are relatively easy to describe, while others exist in the gaps between other activities – e.g. boundary spanning – and are harder to explicitly define in terms of implications for the involved researchers’ competence. The work activities reaching beyond the traditional research boundaries are implicit and are not a common shared practice. From a competence point of view, this implies that the competence in use for these implicit tasks of interactive research becomes individually carried. Based on these findings, a number of individual aspects of what constitutes competence in use are suggested.

In future studies, it would be valuable to use a mixed-method approach that also includes longitudinal observations of the actual work of conducting interactive research.

The findings and suggestions for how to understand the competence of interactive researchers can be used as guidance for training in research education.

This study contributes to previous research by describing important requirements and critical elements of competence in use when conducting interactive research.

Strategic management is traditionally seen as an exclusive managerial task rather than inclusive where accountability is reserved for top managers. However, contemporary strategy management practices increasingly pay attention to equality, diversity, and inclusion (EDI) by engaging with broader internal and external stakeholders via more open business models such as ecosystems. Hence, central to our examination is the concept of openness disposition, which in the context of strategic management refers to the tendency of individuals, collectives, and managers to make strategy transparent, participatory, and/or inclusive, or look for closure. While openness in strategy is regarded as a positive means of contemporary management, fostering diversity, creativity, innovation, and empowerment, there are some researched downsides too. The purpose of this chapter is to address the openness puzzle in strategy and gain a deeper understanding of the dilemmas of bottom-up strategy initiatives, and investigate the associated dilemmas, if any in the context of manufacturing small and medium enterprises (SMEs). We contribute to addressing the performative effects of the dynamic expansion and contraction in openness within the SME strategy process while using the concept of openness dilemmas, tensions, and disposition. Using the Management Control Theory, this chapter will combine theory with SME practitioners’ experiences of bottom-up strategy initiatives to increase EDI in their organisations. Based on findings that emerged from a four-year longitudinal multiple case study research with 10 European SMEs, we found that bottom-up strategy exercises are more interactive. They consider a greater number of views, increase legitimacy, and EDI at the workplace, and yield more process benefits, but are time-consuming and difficult to organise that require special attention to the capability, reciprocity, and credibility dimensions.

The purpose of this paper is to bridge the gap between human emotions and wearable technologies for interactive fashion innovation. To consider the reasons why smart clothing should satisfy the internet of things (IoT) technical functions and human emotional expression simultaneously, to investigate the manner in which artistic design perspectives and engineering methods combined effectively, to explore the R&D elements of future smart clothing based on the IoT technology.

This study combines artistic design perspectives with information-sensing engineering methods as well as kansei evaluation method. Micro-sensors and light-emitting diodes (LEDs) embedded in couples clothing prototype. The first experiment step in the design and production of prototype clothing, and do the initial emotional evaluation. The second experiment is the comparative evaluation of the prototype and other typical smart clothing.

The interactive clothing prototype was proven to correlate well with human emotional expressive patterns. The evaluation I indicated the prototype can stimulate the emotional response of the participants to achieve a higher score in the activate sensor state. Evaluation II revealed that in the process of interactive clothing design, the technical functionality should synchronize with the requirements of human emotional expression.

This study builds the research and development theoretical model of interactive clothing that can be integrated into daily smart clothing life design, and analyze the methods and means of blending IoT smart information-sensing technology with emotional design. By means of this experimental demonstration of human-centered interactive clothing design, the authors provide smart clothing 3.0 evolutionary roadmap and propose a new concept of internet of clothes (IoC) for further research reference.

This paper aims to explore the role of electronic simulation case studies in enterprise education, their effectiveness, and their relationship to traditional forms of classroom‐based approaches to experiential learning. The paper seeks to build on previous work within the field of enterprise and management education, specifically in relation to the role of simulations and case studies in higher‐education pedagogy, which have previously been considered as distinct techniques.

Following the use of a specifically designed simulation case study of a small and large business, 57 undergraduate students in a UK university were surveyed using an electronic voting tool and their responses used as the basis for two focus groups, which were conducted with the same students.

Students saw a link between using the application and learning, found the environment to be immersive and more engaging than a text‐based case study, though opinion was divided over its entertainment value. Focus group results highlighted that students believed the environment felt “real” and that students were encouraged to engage in deep and double‐loop learning. Students preferred the option of a mixed range of classroom learning experiences, though experienced gameplayers were less likely to find the simulation case entertaining than non‐gameplayers.

This article builds on existing research on simulations and case studies, while going some way to show the common issues that these “models of reality” share, in terms of both design and utilisation in the special context of higher education. This paper highlights the value and need for further work appraising emerging educational media and the importance students place on these experiences in their study programmes.

Given the increasing interest in e‐learning within higher education, and subsequent attempts to improve the student experience through electronic media, this paper highlights the importance of focusing on effective learning opportunities in developing experiential enterprise education tools.

Frames play a central role in how parties to a conflict make sense of their situation and how they interact. How they interact in turn affects possible outcomes. This article addresses a set of challenges to teaching about frames, framing, and their link to conflict assessment, and offers a web‐based solution that addresses some of these challenges. The training material incorporates aspects of simulation exercises and case stud‐ies to create a realistic environment in which students conduct assessments of conflict dynamics and frames. This free, publicly‐available product can be integrated into in‐class training modules, assigned as an out‐of‐class project, or explored through individual study. The materials allow for self‐pacing, backtracking, review, and repeated tries, made possible by the web medium.

Over the years much has been written about integrated library instruction and its importance as a viable, effective method of bibliographic instruction. Indeed, a study by Judith Pask showed that eighty‐eight percent of the academic libraries surveyed were using integrated library instruction. There is, however, a form of integrated library instruction, team teaching, about which little has been written. For purposes of this paper, team teaching is defined as a team composed of a professional librarian and an academic faculty member teaching the same course. A review of the literature over the past two decades showed only one reference to team teaching. Porter, Lanning, and Warner discussed a team teaching experience in which a chemistry professor and librarian alternately lectured in a one‐hour credit course with one instructor present at a time in the classroom. However, there is a type of team teaching, which this author has designated as interactive team teaching, to which no references in the literature were found. Interactive team teaching is defined as two instructors from different disciplines in the classroom at the same time. A case study of interactive team teaching follows.

This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

The aim of this study is to present a concept of interactive foresight process, its theoretical and methodological considerations and a foresight exercise concerning the development of knowledge economy in the Central Hungarian Region.

A methodology of interactive foresight process for creating regional future concepts is developed, which is based on a specific meaning of integral futures and uses online solutions, too.

Personal meetings with small and medium enterprise (SME) stakeholders and the works of interactive communications with feedbacks within and among stakeholder groups was organized around the research homepage. The networking created the interconnection and the feedbacks between the stakeholders and the futurist group in the process of shaping regional future ideas. The online networking is running.

The low number of stakeholders can limit the validity and acceptance of futures ideas created by this process.

The developed interactive foresight process can also be applicable at different organizational levels and in different fields for shaping shared future ideas.

Application of interactive foresight process can contribute to the development of anticipatory democracy.

A theoretically based interactive foresight process has been developed in which stakeholders can participate not only interactively in the foresight process but they can implement the achievements in their enterprising activity as well. The participants were interested in foresight and cooperative during the whole process because they learned the use of foresight tools through collective solution of practical tasks which were important for them.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.