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Final research papers are still the preferred method for end-of-term assessment in higher education. However, there is a recent push for a greater increase in digital literacy skills in today’s students. Determining the best way to utilize technology, while keeping an eye dedicated toward the pedagogical purpose, is the ultimate focus of this chapter. The authors of this chapter have endeavored to exhibit how tools such as wikis, blogs, and podcasting were best used in higher education situations to promote learning and expand student digital literacy by providing an alternative to the classic final paper option while fully engaging learners with a multimodal approach to learning. The research discussed has demonstrated that learner-generated knowledge requires a higher order of understanding, and as such, leads to higher levels of learning and longer retention of material. Cooperation and collaboration are now key components of the higher education experience; many of these technical alternatives are designed with built-in collaborative elements.

Automatic evaluation of job interviews has become an alternative for assessing interviewees. Therefore, questions arise regarding applicant reactions and behavior when algorithms automatically evaluate applicants' interview responses. This study tests arguments from previous research suggesting that applicants whose interviews will be automatically evaluated may use less impression management (IM), but could react more negatively to the interview.

Participants (N = 124; primarily German students) took part in an online mock interview where they responded to interview questions via voice recordings (i.e. an asynchronous interview). Prior to the interview, half of them were informed that their answers would be evaluated automatically (vs by a human rater). After the interviews, participants reported their honest and deceptive IM behavior as well as their reactions to the interview.

Participants in the automatic evaluation condition engaged in less deceptive IM, felt they had fewer opportunities to perform during the interview, and provided shorter interview answers.

The findings of this study suggest a trade-off between IM behavior and applicant reactions in technologically advanced interviews. Furthermore, the results indicate that automatically evaluated interviews might affect interview validity (e.g. because of less deceptive IM) and influence interviewees' response behavior.

Hiring managers might hope that automatically evaluated interviews decrease applicants' use of deceptive IM. However, the results also challenge organizations to pay attention to negative effects of automatic evaluation on applicant reactions.

This study is the first empirical study investigating the impact of automatically evaluated interviews on applicant behavior and reactions.

The research aimed to explore the perceptions of aspiring future police officers studying at a university in relation to the actions to be taken with regards to typical posts on social media by a fictitious off and on-duty police officer. This in turn would inform future police workforce requirements.

Policing students who expressed their aspirations as future police officers were recruited. A total of 99 students studying the College of Policing licensed Professional Policing Degree at the University of South Wales, took part in Hydra Immersive Simulations to ascertain their perception of social media posts by a fictitious serving police officer. The students were asked to rate the appropriateness of the social media posts as groups, and as individuals.

The findings suggest that, whilst the majority of students identified misconduct issues in the social media posts, the response to how the fictitious police officer should be dealt with varied. In addition, it would appear that there may be a need for those involved in policing education to reinforce, in an ongoing basis, knowledge of the College of Policing Code of Ethics, misconduct rules, regulations and increase awareness of unacceptable social media posts.

The research was conducted with professional policing degree (PPD) students from one university.

It is important to reinforce The College of Policing Code of Ethics, expected professional standards and an understanding of what constitutes unacceptable social media posts throughout the education of aspiring police officers. As this has the potential, if recruited, to impact on the service.

Limited research has been conducted in relation to the College of Policing licensed higher education programme, the PPD, equipping aspiring police officers to successfully join the service and influence the cultural change.

The purpose of this paper is to examine the role of social and digital media in the business school and particularly to examine how such innovative technological processes can be leveraged to enhance teaching instruction and enrich learning about practice and research.

Taking a broad perspective on the range of social and digital media approaches, the paper discusses a series of extant models of technology‐based learning and conjectures about how they can be used creatively and meaningfully in business school teaching.

Despite the pioneering efforts of the Open University in modelling distance and blended learning, adoption of such models in the business school context has been quite slow. These technologies are used more frequently as support mechanisms for “face‐to‐face” learning in order to enrich the quality of conventional professorial instructional approaches. In many business schools “face‐to‐face” learning is perceived to be of much higher quality than on‐line learning approaches.

The paper notes the resistance to the adoption of new technology both by business school professors and deans. In the case of professors, there is inertia to change and a staunch defence of classic forms of “face‐to‐face” instruction. In the case of deans, few have sufficient courage or time (given the short average tenure of deans) to invest in and implement new technology strategies for teaching and learning. However, business school deans can no longer ignore the potentially disruptive innovations that will occur in teaching and learning processes.

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

Like many other organizations, universities are using social media to engage with their stakeholders as they have varying interests and commitments. This chapter focuses on strategic communication and stakeholder engagement by UK universities on Twitter. It presents a descriptive study about their engagement on Twitter in terms of their followers, number of tweets, etc. In addition, it analyzes the tweets’ content to identify British universities’ communication strategies. Hence, the results revealed a thematic model in the form of an interrelated conceptual theory that comprises three strands of communication: (i) recruiting prospective students, (ii) retaining present students and staff, and (iii) reporting activities and media coverage. This contribution presents implications for university marketing communication managers who are involved in student recruitment and/or in managing relationships with stakeholders.

The purpose of this paper is to examine how psychological empowerment affects individuals’ likelihood of publicly punishing a company with whom they had unsatisfactory experiences through online complaining behaviors.

A 3 (intrapersonal empowerment: high/low/control) by 3 (interactional empowerment: high/low/control) online experiment was designed using the priming technique. Following the priming tasks, participants were given a scenario in which a restaurant failed their expectations followed by dependent and control measures.

Results revealed a significant main effect of interactional empowerment: participants in the low interactional empowerment condition reported being less likely to engage in the revenge-motivated online public complaining behaviors than participants in the control condition. The study also found a significant interaction effect between interactional and intrapersonal empowerment.

The study findings yield practical application for crisis management and relationship management. Understanding the linkage between power and online complaining behaviors should help corporate communication professionals to better perform risk assessment, environmental scanning and crisis communication and management.

Limited empirical studies have investigated the linkage between empowerment and online complaining behaviors in the consumer context. The present study fills this gap by conceptualizing online public complaining as a revenge-motivated behavior. The study yields both theoretical and practical implications.

Barriers exist on large scale assessment when students are not able to perform at potential for a variety of reasons. Accommodations are mostly available for students who meet criteria for diagnosed disability or criteria for the identification of students who have English as a second language. However, knowing that students have diverse needs, accommodations for a few may not be providing appropriate access for all. Options for designing broader universal design for learning (UDL) on large scale assessment, through strategies that are typically restricted to special accommodations, increase access.

This paper focuses on an important innovative development in new generation corporate university management. It addresses the thematic area of visual learning that is captured in the term “The Art of Minds‐eye Management”. It reflects upon experiences with groups of managers in enhancing perceptive competencies using visual awareness learning systems. The envisioning medium being reviewed and explored takes the form of narrative imagery. This is a form of quantitative and qualitative envisioning which is currently being applied by groups of managers in many different formats to articulate and add new levels of learning and value to developmental themes. This paper reflects upon the mediocrity of traditional flatland representations of classic management concepts and models and explores the potential for delimiting conceptual design and the use of pictorial display of data and information as a means of communication, managing personal performance and accelerating organisational development.