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Artificial Intelligence (AI) is permeating many facets of our daily lives, appearing in household appliances, cell phones and popular online apps. AI has the capacity to revolutionize teaching and learning processes in higher education institutions. The integration of AI technologies in education can lead to personalized learning experiences, improved educational quality and enhanced learning outcomes. However, the adoption of AI in higher education comes with challenges such as ethical considerations and the need to address equity and inclusion issues to ensure that all students benefit from AI advancements. This chapter considers how AI can be utilized in education, while acknowledging the challenges and finding ways to mitigate them. Useful tools include: Bespoke Learning, Intelligent Tutoring Systems, Grading, Collaborative, Learning Assistance, Research Support and Adaptive Learning. The challenges addressed are: ethical considerations, resistance to change and data security and privacy. In navigating the complexities of integrating AI in higher education, institutions must strike a balance between leveraging the transformative potential of AI technologies and addressing the ethical, social and technical challenges that accompany their implementation. By prioritizing ethical considerations, addressing resistance to change and safeguarding data security and privacy, higher education institutions can harness the benefits of AI to enhance teaching and learning practices, foster innovation and prepare students for success in the digital age.

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

Staff shortages in the healthcare sector increase the competition for qualified staff. A magnet hospital is intended to attract, and retain healthcare professionals. This article aims to investigate the challenges related to implementation of a magnet hospital model, and given these challenges, to analyse the interplay between different organisational levels in a Swedish hospital.

The data collection followed the implementation of a magnet hospital model and consisted of 14 meeting observations, 31 interviews and 13 document analyses.

The model implementation was driven by a top-down approach, with accompanying bottom-up activities, involving healthcare professionals, to ensure adaption to the hospital’s conditions at different organisational levels. The findings revealed that the model was more appealing to top management, seeking a standardised solution to attract and retain nurses. Clinic managers preferred tailor-made solutions for managing their employee resourcing challenges. Difficulties in translating and contextualising the model to the hospital’s conditions created challenges at every organisational level. Some were contained within a level while others spread to the organisational level below and turned into something else.

Apart from unique empirical material depicting the implementation of a magnet hospital model as an effort to attract and retain healthcare professionals, the value of this study lies in the attention given to the challenges that arise when responsibility for implementing a management model is shifted from top management to change agents tasked with facilitating and executing the organisational change.

Whistleblowers are individuals who detect and report misconduct in an organization. They help to mitigate organizational misbehavior and resulting damages effectively and relatively quickly. Whistleblower protection has not been systematically required in the European Union (EU), leaving many large organizations unregulated. This study aims to get in-depth insights into how unregulated organizations design, handle and view whistleblowing with the advent of a novel EU Whistleblowing Directive.

The authors conducted 17 semistructured interviews with a diverse group of organizations headquartered in Germany and inductively analyzed them following Grounded Theory. Linking the Grounded Theory to the legal endogeneity model, they developed seven perspectives that help to explain how organizations view whistleblowing.

In trying to make sense of the role of whistleblowing in the organization’s governance, organizations and their managers assume different perspectives. These perspectives guide their approach to whistleblower protection in the context of evolving regulation with little regulatory guidance. Perspectives vary in the degree of supporting whistleblowing regulation, from viewing whistleblowing as a natural, everyday governance tool to denying it and fearing denunciation. Most organizations exhibit several perspectives.

Little is known about day-to-day whistleblowing practices from the perspective of organizations. The authors fill this research gap by providing initial evidence on how organizations approach whistleblowing and the EU Whistleblowing Directive. Identifying organizations’ perspectives may help us understand how ineffective or noncompliant whistleblowing systems emerge and how organizations can improve.

Solomon Islands plunged into a deadly inter-wantok conflict in 1998 (Nanau, 2011) that continued for 5 years until the Pacific Islands Forum requested the Regional Assistance Mission to Solomon Islands (RAMSI) to intervene. Thousands were displaced and at least 200 lives lost in this conflict. We call it an inter-wantok tension because it involved wantok groups (language and kinship groups), which has become known in Solomon Islands as ‘the Ethnic Tensions’ or simply as ‘the Tension’. The conflict deeply divided the country along wantok lines while appealing to artificial provincial identities created by the modern nation state. The country is still recuperating from its effects, and in this context, how can Solomon Islands promote unity, equality and peaceful coexistence? This question formed the basis of our research. We investigated sports as a neglected path to genuinely encourage patriotism and social cohesion in the country. We generated primary data with the aid of the Nominal Group Technique (NGT), a consensus building tool. This chapter reports the research findings and suggestions on how sports can be used to help unite the nation and promote national identity. These include short-term measures, medium-term strategies and inclusive approaches to encourage and nurture patriotism and social cohesion in post-conflict Solomon Islands. The research project investigates, firstly, policy statements and implementation in sports development in Solomon Islands. Secondly, it determines the role sports could play in advancing national consciousness in a culturally diverse and fragmented society. Thirdly, it recommends strategies through which sports could be harnessed to promote patriotism, peace-building and unity.

The purpose of this paper is to explore an interactive teaching approach using an autoethnographic lens to enhance key competencies in sustainability. These competencies are integrated sets of knowledge, skills, and attitudes that facilitate effective task performance and problem-solving related to real-world sustainabiloity issues (Wiek, Withycombe, and Redman, 2011). Focusing on interpersonal competencies in higher education for sustainable development (HESD), this paper emphasiizes the possibilities of student-led discussions and self-reflection to inspire, support, and guide collaborative and participatory learning and problem-solving (Brundiers et al., 2020). Shifting from traditional lectures to student-led discussions transforms instructors into facilitators, showcasing the potential of this method.

Using an autoethnographic lens, this paper explores the student-led discussion approach to support the development of interpersonal competencies in the realm of the key competencies in HESD. Drawing from a blend of relevant literature and the author’s personal experiences spanning multiple years with this approach, this paper offers insights into its benefits and effective implementation. The student-led discussion approach involves the following:

• Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

• Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

• In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

• Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

• Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

• Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Assignment of relevant texts: University students are tasked with reading an engaging and pertinent piece of literature as homework;

Written reading reflection: Students produce written reflections on the assigned reading in anticipation of a subsequent in-class discussion;

In-class discussion: Each student arrives prepared to potentially lead the conversation. At the onset of the session, three student facilitator names are randomly selected. These chosen individuals bear the responsibility of steering the conversation, ensuring robust participation from their peers;

Empowerment Tools: To bolster their facilitation, the instructor provides these students with tools and recommended strategies beforehand;

Instructor's Role: Initially, the instructor adopts a passive stance, abstaining from any direct participation for the first 15-30 minutes of the discussion, allowing students to steer the discourse; and

Post-Discussion Self-Assessment: After the discussion concludes, students engage in reflective self-assessment, evaluating their degree of participation. This paper unpacks how the process of student-led discussions, framed through an autoethnographic perspective, not only fosters interpersonal competence but also amplifies the pedagogical understanding of student-driven learning experiences.

Through the autoethnographic lens used in this research, it becomes evident that student-led discussions not only foster a deeper engagement with assigned content but also pave the way for transformative learning experiences. These discussions serve as a forum, challenging students to grapple with cognitive dissonance and gives them the space to witness and participate in diverse communication strategies. Moreover, in allowing students to shape the narratives they perceive as most pertinent, instructors catalyze the development of profound problem-solving capabilities and a sense of agency over their learning trajectories. Key insights gleaned include the following:

• Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

• Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

• Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

Collaborative learning: The discussions nurture an environment where students reflect, analyze and learn collectively, deepening their grasp of the material;

Empowerment through communication: Engaging in these sessions equips learners with the prowess to reconcile disparate viewpoints, thereby fortifying their collaborative and communicative proficiencies; and

Critical thinking and sustainability: By delving into intricate sustainability challenges, students hone their critical thinking capabilities, preparing them to be future custodians of a more sustainable world. In essence, when viewed through an autoethnographic lens, the student-led discussion approach not only enriches learning outcomes but also accentuates the acquisition of pivotal interpersonal competencies within the framework of HESD.

From an autoethnographic perspective, this research stands distinctively within the literature on higher education for sustainable development. While the pedagogical strategy of student-led discussions is not entirely novel, the unique application and deep introspection of this method within the realm of HESD indeed carve out new terrain. By interweaving lived experiences and educational theory, this paper offers fresh insights into how student-led discussions can be an effective way to cultivate key sustainability competencies in higher education. As such, it provides educators, scholars and practitioners a valuable reference point for fostering interpersonal skills and nuanced understandings crucial for sustainable development.

The aim of this chapter is to understand the policy liberties and constraints within which school headteachers, and teachers aspire to promote high-quality education for their pupils in private schools in Somalia in the context of conflict in the country. This chapter develops this understanding of headteachers particularly in low-cost primary private schools in Somalia. The analysis in this chapter is informed by Mumford et al.’s Skills Model, as this approach combines the notion of knowledge and abilities necessary for effective leadership. First, using interview data with headteachers, we critique how headteachers in private schools in Mogadishu, Somalia, lead and manage schools when there is a crisis and conflict surrounding them, by unpacking the concepts of leadership and management. Second, we shed light on how well they are prepared and developed professionally to manage in such a turbulent environment caused by the war in Somalia. Here, we consider the role of the Federal Ministry of Education in the level of support that headteachers get in enacting their education policy. Third, this chapter discusses the impact of such crises on the quality of education provision for local private schools. Finally, this chapter identifies lessons to be learnt through suggested recommendations for headteachers in leading and managing education in times of turbulence and conflict. Here, we pose a suggestion for headteachers to consider if glocalisation, as a phenomenon, may offer a way to resolve local crises with local solutions in providing high-quality education for their students.

Social media (SM) has been heavily criticised in recent years for its damaging effects on societies globally. Tasked with empowering those same societies, libraries’ continued use of SM is considered ethically contentious. This study presents the findings of a University of Sheffield study that investigated the ethical tension between libraries and their use of SM by aiming to establish whether: (1) libraries’ use of SM is ethically motivated; (2) ethically informed; (3) and compatible with codes of ethics in the Library and Information Science (LIS) sector.

A phenomenographic approach was employed to gather and analyse the data for this study, which is drawn from the transcripts of seven online interviews with Bodleian Libraries staff who used Twitter, now X, in a professional capacity.

Three categories of description were identified among participants: (1) Collectivist conception; (2) Settled conception; (3) Questioning conception. The categories are bound by a shared context of conceptualisation made up of a small set of internal and external influences discussed in the interviews which affected all participants to varying degrees.

The findings were used to support the following determinations: (1) Libraries’ use of SM is ethically motivated. (2) Libraries’ use of SM is ethically informed, in part. Due to lack of evidence, no determination was made about whether libraries’ use of SM is compatible with codes of ethics in the LIS sector. Recommendations for LIS professions and professional bodies are offered based on these determinations.