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This study examines the impact of generative artificial intelligence (GenAI), particularly ChatGPT, on higher education (HE). The ease with which content can be generated using GenAI has raised concerns across academia regarding its role in academic contexts, particularly regarding summative assessments. This research makes a unique contribution to the literature by examining university student and staff perceptions of current and future issues pertaining to the role of GenAI in universities.

A qualitative method involving five one-to-one semi-structured interviews with four students and a lecturer explored the ethical and practical issues of GenAI text generation in academia. An inductive thematic analysis was chosen as it provided nuanced insights aligned with the study’s goals.

Use of GenAI was discussed within the context of a range of topics, including perceptions of academic misconduct, authorial integrity and issues pertaining to university policies. Participants universally defined traditional classifications of academic misconduct but were unable to provide clear definitions where the use of GenAI was included for writing summative assessments. Students showed a more open engagement with GenAI, considering it a tool for overcoming obstacles rather than a means to plagiarise. Educators were generally more cautious and less optimistic about the academic role of GenAI. Lack of clear institutional policies surrounding such tools also contributed to ethical ambiguities.

The study highlights diverging perspectives between students and academics, which necessitate a forum for dialogue, ensuring the need to develop clear policies to steer the integration of GenAI in a manner that is beneficial for students and academics.

The purpose of this paper is to define the main dimensions/aspects of resilient organizations and propose a benchmarking model to assess an organization's resilience in the context of uncertainty.

The systematic literature review method was applied to collect and synthesize relevant scientific literature from 2001 to 2022 to construct and validate a methodological approach.

This paper proposes a conceptualization of organizational resilience as the capacity of an organization to first remain stable; then prepare, absorb and recover after a crisis; adapt to the new environment; and, finally, use the developed experience to enhance the capacity for transformation, playing an essential role for coping with uncertainty.

Resilience is recognized as organizations’ ability to adapt to the new conditions, influenced by the crises. Moreover, it supports the recognition of the learning phase that allows for growth by constantly learning from emerging situations and gaining unique experiences. These observations allow us to suggest the twofold approach. The first distinguishes the resilience as organizations’ ability to adapt to the changing environment, that is, bounce back, while the second highlights the importance of learning capacity, that is, bounce forward.

The authors suggest to adopt the conceptual framework of the bounce forward phenomenon using the Resilient Organizations’ Resilience Benchmark Tool to assess organizational resilience. This would determine the overall resilience by identifying the links between bouncing back (preparing, absorbing, recovering and adapting) and bouncing forward (enhancing learning capacity).

Having reviewed the methodologies in the extant literature to evaluate organizational resilience and explored the similarities and differences between them, the authors concluded that the Resilient Organizations Resilience Benchmark Tool (2017) is the most appropriate three-dimensional tool because of its universality and comprehensive scope. These three dimensions consist of: leadership and culture; networks; and change readiness. This methodology assesses organizations' perspectives regarding resilience based on their ability to respond to and manage crises and their ability to bounce forward successfully.