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The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues.

This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change.

The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome.

This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

The purpose of this study is to design and implement an intelligent online proctoring system (IOPS) by using the advantage of artificial intelligence technology in order to monitor the online exam, which is urgently needed in online learning settings worldwide. As a pilot application, the authors used this system in an authentic university online exam and checked the proctoring result.

The IOPS adopts the B/S (Browser/Server) architecture. The server side is implemented with programming language C and Python and stores the identification data of all examinees and their important behavior change status, including facial expression, eye and mouth movement and speech. The browser side collects and analyzes multimodal data of the examinee writing the online test locally and transfers the examinee’s most important behavior status change data to the server. Real-time face recognition and voice detection are implemented with the support of open-source software.

The system was integrated into a Web-based intelligent tutoring system for school mathematics education. As a pilot application, the system was also used for online proctored exam in an undergraduate seminar in Peking University during the epidemic period in 2020. The recorded log data show that all students concentrated themselves on the exam and did not leave the camera and did not speak.

During the epidemic period of the novel coronavirus outbreak, almost all educational institutions in the world use online learning as the best way to maintain the teaching and learning schedule for all students. However, current online instruction platforms lack the function to prevent the learners from cheating in online exams and cannot guarantee the integrity and equality for all examinees as in traditional classroom exams. The literature review shows that the online proctoring system should become an important component of online exams to tackle the growing online cheating problem. Although such proctoring systems have been developed and put on the market, the practical usage of such systems in authentic exams and its effect have not been reported. Those systems are heavyweight and commercial product and cannot be freely used in education. The light-weight IOPS developed by the authors could meet the need for online exam as a stable and practical approach and could contribute to the growing online learning and distance learning.

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

This paper aims to survey the current landscape of artificial intelligence (AI) applications in higher education institutions (HEIs) and recommend future directions.

This paper reviews the recent trends, showcases the applications and provides future directions through a review of current uses of AI in HEIs.

The results of this study highlight successful applications of AI technologies in three main areas of college operation: student learning experience; student support; and enrollment management.

This review has important implications for early adopters of AI by HEIs in providing a competitive advantage. The limitation lies in the scope of the review. It is not comprehensive and does not cover other areas of college operations.

This is the first review about AI in higher education. It is of value in building future research and serving as a framework for AI applications in HEI.

Argues the case for formalized creativity decision support systems. Technology, both in terms of hardware and software, now supports the possibility of a decision support system which can benefit from creative problem‐solving mechanisms. Given the need for creative thinking in business and the availability of technology for this purpose, it is not surprising to find considerable progress being made in this area.

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;

This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.

The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.

The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.

The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.

Computerised marketing information systems have been discussed in the marketing and information systems literature for some time. Looks at the extent to which they have been implemented in the UK and concludes that they are still in their infancy. A schema for a marketing information system is presented together with some pitfalls in design that must be avoided. Discussion finally turns to how such an information system may be used.

Coronavirus (COVID-19) has caused upheaval in university teaching practices. This paper aims to document how the teaching team on a large third-year undergraduate financial accounting course in an Australian university coped with the impact of the virus. Changes in teaching practices when classes shifted from face-to-face to online instruction during the COVID-19 crisis are described and examined using the crisis management process framework of Pearson and Clair (1998). Teaching team members were asked to write brief reflections on their experiences teaching the course during the period from February to July 2020. These were then thematically analysed and included as outcomes within the Pearson and Clair (1998) framework.

Description of COVID-19 induced changes to teaching a large undergraduate financial accounting course at an Australian university.

Six outcomes emerged: learning new technology; collegiality; the course review; the online delivery experience; redesigning assessments and; time investment; conjectures are offered about the survival of some of the changes made during the year.

The research only covers one teaching team’s experience but that is the purpose of the special issue.

Lessons for the future are explored.

The implications of online teaching are explored.

The paper provides a historical record of how the teaching team on a large undergraduate financial accounting course coped with an unexpected, major event that necessitated rapid and radical changes to teaching methods.

Marketing knowledge and expertise are a critical corporate resource for carrying out strategic decision making that supports marketing functions. Intelligent marketing information systems (IMkIS) can offer a way for marketing managers to share knowledge and expertise. Such sharing could help improve the economics and effectiveness of the marketing function. Traditional marketing information systems (MkIS) are limited in their managerial support capabilities. Unlike MkIS, an IMkIS incorporates, among other features, the use of a knowledge base of marketing strategies. Discusses the shortcomings of an MkIS and then offers a framework of IMkIS relationships illustrating information exchanges among various subgroups of the organization. Furthermore, offers a design of an IMkIS based on this framework. Demonstrates the creation of a knowledge base by capturing the strategic marketing moves of a corporation for the case of PepsiCo, by using published information sources. Of course, production versions of such systems will make use of in‐house corporate knowledge. Provides illustrative queries. Discusses implications for IMkIS for the present and future.