Search results

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.

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.

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.

Due to the disruptive nature of digital transformation, firms can hardly ignore the further digitalisation of processes and business models. Implementing such initiatives triggers enormous investments in infrastructure and software, making the evaluation of digital investments crucial for a firm’s competitive situation.

Given the dynamics and uncertainties inherent in digital transformation, a qualitative, inductive research approach based on semi-structured interviews with high-level finance executives has been employed.

Our findings indicate widespread dissatisfaction with traditional investment appraisal methods for evaluating digital investments. Data also suggest that non-financial considerations are frequently taken into account, albeit implicitly, as participants struggled to clearly conceptualize these criteria.

The literature indicates important research gaps regarding the applicability and usage of traditional, predominantly financial, investment appraisal methods in digital contexts. This research enhances our understanding of digital investment evaluation, by (i) developing an exploratory conceptual framework of potential qualitative evaluation criteria and (ii) providing an in-depth and detailed understanding of the barriers to implementing investment appraisal methods.

This chapter revisits, reinforces, and extends our view of the underpinning principles and practices of school leadership in Aotearoa New Zealand. It presents extracts from case studies of schools that illustrate the crucial role of the principal in ensuring ongoing improvement and innovation while working in increasingly complex and uncertain environments. The chapter discusses the need to understand the importance of relationships between individuals and groups, actions, contexts, environments, and cultures where processes of interaction shape principals' practices. Features of complexity thinking are used as a lens through which to understand schools as complex adaptive systems and illustrate the importance of the dynamics of the interactions among the agents and elements within the New Zealand educational system. The chapter concludes by drawing together the implications for leadership that emerge across this chapter.

This paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement.

This practical guide was developed by drawing insights from literature and our own practical experiences.

This paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations.

This guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning).

While some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.

In an era of blurred moral boundaries, brands face “moral dilemma crises”, which are distinguished from traditional crises. Based on expectancy violations theory, this study aims to explore how consumers interpret (inferred goodwill) and evaluate (consumer regret) the precrisis committed brands, reinforced by corporate ability and responsibility (expectancies) during moral dilemma crises and whether self-brand connection moderates this relationship.

The main study used a scenario-based online survey with a purchased beauty brand, analyzed via structural equation modeling and PROCESS macro, to examine the effects of corporate ability and responsibility on regret, mediated by inferred goodwill and moderated by self-brand connection. A validation study with a fictitious brand used an online experimental design, analyzed with t-tests and ANCOVAs.

When corporate ability and corporate responsibility are considered together, corporate ability negatively impacts inferred goodwill (boomerang effect), whereas corporate responsibility positively impacts inferred goodwill (buffering effect). Inferred goodwill acts as a mediator that reduces regret. The negative impact of corporate ability on inferred goodwill and regret becomes stronger among consumers with strong self-brand connections. However, self-brand connection does not moderate the relationship between corporate responsibility and inferred goodwill.

This research extends the application of expectancy violations theory to moral dilemma crises, differentiates between the effects of corporate ability and responsibility, highlights the role of inferred goodwill and regret and explores the moderating effects of self-brand connection, providing tailored insights for brand management.