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This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.

The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.

The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.

This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

The purpose of this paper is to discuss the emerging concept of authentic leadership and provide some insights into its domain and development in organizations.

The paper sees that authentic leadership has become a recent buzzword finding its way into scientific journals, popular press, and newspaper columns.

The paper finds that the study of authentic leadership is relatively new; a working definition, a method of measurement, and criterion‐based studies do not yet exist. As such, attempting to develop authentic leaders may only result in leaders who are trained to superficially exhibit authentic leadership behaviors.

The paper shows that when authentic leadership has been defined and is measurable, development of this type of leadership can begin. Until then, attempting to develop authentic leadership may result in negative outcomes.

This chapter investigates the relevance and necessity of leadership and authentic leadership roles in organisational change in the modern VUCA world. He argues that authentic leaders need to learn to adapt to the increasingly VUCA environment, asking: Can they? Do they? If so, how? Authentic leaders need to evaluate not just the metrics behind success or failure but also their leadership traits and behaviour during organisational change to determine whether adjustments may be warranted. Taran provides an inspiration list of categories for leadership and authentic leadership self-refection. He calls for in-depth case studies of authentic leadership in response to VUCA circumstances that could be largely descriptive producing a body of data against which new theories can be tested and refined.

Artists operating under a studio model, such as Andy Warhol, have frequently been described as reducing their work to statements of authorship, indicated by the signature finally affixed to the work. By contrast, luxury goods manufacturers decry as inauthentic and counterfeit the handbags produced during off-shift hours using the same materials and craftsmanship as the authorized goods produced hours earlier. The distinction between authentic and inauthentic often turns on nothing more than a statement of authorship. Intellectual property law purports to value such statements of authenticity, but no statement has value unless it is accepted as valid by its audience, a determination that depends on shared notions of what authenticity means as well as a common understanding of what authenticity designates.

This chapter critically examines whether it may be possible to create an AI-based authentic leader, questioning the inherent contradiction between artificial and authentic. The authors pose central research questions: Does the application of AI – even just as a powerful resource – challenge the tenets of authentic leadership? What are the possibilities and limitations of the concept of authenticity in AI-based management systems? Moreover, with the help of three vignettes illustrating practical applications of AI-based systems in leadership and management tasks, the authors illustrate how technology may be used to either control or empower workers and leaders. The authors call for research to assess whether the search for authenticity in AI-based leadership could lead anywhere, warning that it could entrap us in unresolvable existential and conceptual ambiguity, ultimately diverting our focus from the essence of leadership altogether.

This chapter explores the role of ethics in shaping, underpinning and sustaining authentic leadership. Viewing ethics as a system of moral principles that govern individual behaviour and conduct, Mould discusses the basis of ethics for authentic leadership, recognising that it has multiple overlapping and conflicting sources. Recognising the multiple ‘moral’ pressures and dilemmas that leaders face, Mould asks how they can construct and live by coherent ethics in a globally minded, interconnected, culturally diverse and often incoherent world. He suggests tools that may assist in searching for ethics that support authentic leadership. The author concludes that examining the interplay between ethics and leadership practices challenges theories of authentic leadership.

The purpose of this study is to provide an extensive bibliometric literature review on authentic leadership as a term and concepts to deliver authentic leadership research with Publish and Perish (PoP) software, Mendeley software, and databases from Google Scholar index. Article located through PoP software based on a Scopus index database. A total of 122 articles refined and analyzed from various qualifying journals starts on January 1999 to December 2018 (20 years). The Mendeley software is used to help manage the references and brief resumes of each article. This chapter presents five clusters to review authentic leadership literature. The clustering process assisted by the VOSviewer software by matching words that often appear in each group, namely antecedents, commitment, performance, positive effects, organizational behavior, and leadership effectiveness. Each of these clusters shows authentic leadership research areas. The five clusters produced through the VOSviewer software provide an overview and research stream of the authentic leadership. Researchers and practitioners need to pay attention to trends and research areas in authentic leadership for improving authentic leadership development.

This chapter discusses the utility of authentic leadership for the UN's Sustainable Development Goals and argues that the capacity-building value of authentic leadership enables change and improves performance. The authors view authentic leadership as a genuine, transparent, positive, ethical form of leadership that strives to address grand challenges. They outline its application in two cases: well-being (SDG3) and education (SDG4). Daskou and Tzokas conclude with a criticism of the value of authentic leadership in the successful delivery of the SDGs. Daskou and Tzokas recommend investigating how authentic leaders' balanced information processing and internalised moral perspective contribute to positive self-development, better education outcomes and well-being among students, educators and employees.

This chapter proposes authentic leadership as a generic competence and an integral part of doctoral education regardless of field of study. The authors explore its potential to enhance the development of doctoral candidates and academics and search for answers to the questions: Can and should authentic leadership be developed as a generic competence in doctoral education? How can it be designed and implemented in a doctoral training module? What would its learning outcomes be? The authors address these questions in the context of doctoral education. They assert that authentic leadership training should be mandatory for all doctoral candidates, and that supervisors should be actively engaged in the development of this underappreciated transferrable skill.