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This study aims to investigate academic integrity considerations of Generative Pre-Trained Transformer (ChatGPT) usage in assessment activities among the finalist student teachers at the University of Dar es Salaam. The study builds upon other previous studies on the topic of artificial intelligence (AI) tools. However, it is unique in terms of its context and the focus on integrity.

A questionnaire was used to collect data from 383 finalist student teachers, and other 30 students were involved in focus group discussions (FGDs). Data for this study were analysed using IBM-SPSS Statistics Versions 25 to obtain descriptive statistics for the quantitative part and thematic analysis was used along with QDA Miner Lite for the qualitative part to generate themes.

Student teachers consider ChatGPT as a transformative AI technology to ease the accomplishment of their assessment tasks. However, a large percentage of them did not pay much attention to academic integrity while using the AI tool. About 199 (52%) out of 383 respondents said ChatGPT is a useful tool in generating answers for their assessment tasks compared to 192 (50.1%) of respondents who had negative opinions.

Given the sensitivity of the topic on academic integrity some participants were hesitant to share information until when the researchers clarified the purpose of the study. Participants were told that the information they would provide was purely for academic purpose. Also, this study was conducted when students’ regular classes were in progress, such that it was challenging to set universal time to conduct FGDs where all intended participants could attend. The researcher was flexible enough to find hours which were conducive for participants to participate in FGDs.

For practitioners, given the fact that ChatGPT is a relatively new AI tool, training for raising awareness of its use should be conducted. Besides, specific academic integrity guidelines for its ethical use should be formulated and implemented. Likewise, instructors should set questions that prompt students original thinking which the AI tool cannot easily give contextualized solutions.

The university where the AI tool is used is an open system that is within the society, and the impacts of AI technologies are inevitable in social domains. The society, therefore, should be informed about the emerging AI tools with their associated potentials and shortcomings to safeguard the norms and interests of the society.

The study provides a comprehensive overview of student teachers’ ChatGPT use and its implication on academic integrity. Given the novelty nature of ChatGPT use in education, course instructors and students may benefit from insights into responsible utilization of this AI technology without compromising integrity and quality of education.

To analyse the reasons for acceptance and rejection of insect consumption among urban Mexican consumers based on their perceptions and levels of food neophobia and neophilia.

A questionnaire was distributed online to 415 people. The Food Neophobia Scale was used, measured on a four-point Likert scale, and consumers were grouped according to their level of neophobia. The Free Word Association technique was used to determine participants’ perceptions of “edible insects”, and the words obtained were categorised according to synonyms. The Chi-square test per cell made it possible to determine the statistical significance of each group in relation to the categories and was confirmed by a correspondence analysis. The economic aspects of the groups were analysed using the Chi-square and the Z-test with the Bonferroni method.

Three groups of consumers have been identified: neophilic, intermediate and neophobic. Participants mentioned 1,235 words, which were grouped into 16 categories. For neophilics, edible insects are a familiar product; intermediates are curious and neophobics are afraid of consumption.

The paper contributes to the analysis of the aspects that influence the acceptance and rejection of insect consumption among urban consumers by considering the degree of food neophobia and the participants’ perceptions.

This case study is built from secondary data such as news articles, regulations and videos. Several drafts of the case study with a teaching note were tested in the classroom setting and shared in a case writing conference. The case was revised based on feedback from students and roundtable discussions from the conference.

Mrs Hsu, the Deputy Director of the National Taxation Bureau’s Nantou County Branch in Taiwan, faced a dilemma in June 2021. One of her employees, Mrs Chiang, had requested to return to work after taking several years of parental leave since August 2017. This long absence had put a strain on colleagues, who either had to cover for her or work with temporary replacements. While Mrs Chiang’s actions were legal and protected by her government employee role, her decision to take another leave immediately after receiving a COVID-19 vaccine raised eyebrows. Her peers accused her of using her frontline worker status to gain early vaccine access and other work benefits. Mrs Hsu, upon reviewing Mrs Chiang’s employment history, pondered her next steps concerning Mrs Chiang’s new leave request.

This case would be appropriate for a course in Human Resource Management, Organizational Behavior or Gender, Family and Work, especially with the topic of Employment Rights/Legal Protections (in HR), and/or Justice and Ethics (in OB).

By analysing and discussing the case study, students should be able to evaluate the factors responsible for social entrepreneurship, more specifically, Harinath Kashiganeshan as a social entrepreneur; explore the entrepreneurial intention of Kashiganeshan; understand the link between social entrepreneurship and community development; examine the role of social entrepreneurship with regard to Sustainable Development Goals; and evaluate the business model, supply chain and marketing strategies in the context of the protagonist’s.

The case study revolves around the entrepreneurial journey of Kashiganeshan, who shunned his lucrative career in the USA to revamp traditional Indian herbs for holistic health care. The protagonist returned to his roots in Pennagaram village, Tamil Nadu, India, back in 2015 and started researching the possibilities of Indian medicinal herbs which have the potential to cure complex diseases like arthritis, diabetes, anaemia and high blood pressure. While researching medicinal plants, he travelled across Tamil Nadu to identify traditional herbs with medicinal properties. He visited the local farmer’s market, interacted with them and shared the importance of organic farming. Subsequently, he became a strong advocate for organic agriculture and traditional medicine. He developed “Moringa Bullets”, made from medicinal plants to treat arthritis, diabetes, anaemia and high blood pressure. Along with preparing herbal concoction medicinal recipes, he started creating awareness towards organic farming among local communities. The motto was to help communities learn this recipe and prepare independently.

This case study is suitable for postgraduate students.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The purpose of the study is to analyze how the popular comic book series DC Graphic Novel for Young Adults depicts superhero, civilian and villains of color in the titles and address how the collection engages in or avoids discussions of racism.

This study uses a critical race content analysis to analyze how characters of color are represented in the DC Graphic Novel for Young Adults collection.

The findings demonstrate the series’ uneven attempts at writing about race and racism. The DC Graphic Novels for Young Adults illustrates more radical politics in some titles but reifies dominant beliefs in others. The analysis also shows how many titles approach discussions of oppression from a single axis approach rather than an intersectional one. The series strives for racial diversity and justice; sometimes achieving the goal, but not always.

The study demonstrates how the DC Graphic Novel for Young Adults constructs hegemonic ideas of “appropriateness” about race, racism and readership in some titles while offering explicit discussions about race and racism in others.

The authors outline potential ways English teachers can position titles in the DC Graphic Novel for Young Adults in English classrooms to develop students’ racial literacies.

This paper provides an analysis of superhero comics produced specifically for adolescent readers and written by an intentional racially diverse cohort of authors. The methodology can inform future studies of graphic novels for adolescent readers.