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The purpose of this study is to explore the role of an artificial intelligence (AI) tool, Microsoft Copilot, in enhancing costume design education. It focuses on the tool’s impact on student creativity, technical skills and educational quality assurance.

The authors adopted a qualitative approach, drawing insights from interviews with students and educators, along with observations from a costume design course. Thirty students and three educators participated, with the study focusing on how AI-assisted tools influenced learning outcomes, creativity and the integration of AI into traditional design methods.

The authors discovered that Microsoft Copilot allowed students to quickly generate and refine their design concepts, which boosted both their efficiency and creativity. However, the authors found that some students became overly reliant on AI-generated designs, highlighting the need to balance AI with traditional design practices. The authors also emphasised the importance of providing technical support to help students effectively use AI tools in the classroom.

Their study focused on a single cohort in one educational setting, which may limit the generalisability of its findings. Future research should investigate the long-term effects of AI on creativity and explore strategies to minimise over-reliance on AI-generated designs.

Their research provides valuable insights into the integration of AI in creative fields, particularly in costume design education. The findings contribute to ongoing discussions on using AI to enhance learning outcomes while safeguarding individual creativity and essential artistic skills.

Autistic individuals are employed and access higher education opportunities at significantly lower rates than their nondisabled peers (US Bureau of Labor Statistics [BLS], 2023; Newman, 2015). Schools are an optimal setting for intervention as most individuals access the school setting. However, traditional support to facilitate postsecondary transition effectively, such as transition plans, is currently lacking (Greene, 2018; Hughes et al., 2023). The authors of the present chapter conducted a systematic review to identify school-based interventions available for autistic youth intended to support the transition from high school to higher education, entrepreneurship, and employment. The data extraction methods used by the authors identified 19 articles on interventions. Across all studies, the authors found variation in the extent to which researchers addressed entrepreneurial skills and identified two key skill development areas across different intervention modalities: employability skills and interpersonal communication skills. Based on these results, the authors discuss available school-based programming intended to prepare autistic youth for postsecondary careers and entrepreneurial opportunities and the implications of existing interventions for practitioners and researchers interested in improving outcomes for autistic students as they transition to the workplace, particularly entrepreneurial endeavors.

This study aims to bring together the available scattered knowledge about teaching and learning in Living Labs within higher education, and to explore their potential for supporting students’ sustainability-oriented transformative learning.

A literature review was conducted, applying a realist approach. A sample of 35 articles was analyzed qualitatively, mapping the data according to the realist constructs “context,” “intervention,” “mechanism” and “outcome” and using the constant comparison method for data analysis.

This study identified multiple characteristics of teaching and learning in sustainability-oriented Living Labs, namely, two socio-physical teaching and learning contexts, two pedagogical approaches as interventions therein, four learning processes as (potential) mechanisms and six sustainability-related learning outcomes. Two main challenges were also identified.

To the best of the authors’ knowledge, this is the first study that brings together the scattered results from previous studies into a comprehensive description of characteristics and challenges of teaching and learning in Living Labs as sustainability-oriented learning spaces in higher education. The findings can support educators in making scientifically grounded informed choices for teaching and learning in Living Labs and inform future empirical studies to examine when, how and why certain characteristics of teaching and learning in Living Labs, as identified in this study, can support sustainability-oriented transformative learning in higher education.

The escalating integration of AI tools like ChatGPT within academia poses a critical challenge regarding their impact on faculty members’ and researchers’ academic performance levels. This paper aims to delve into academic performance within the context of the ChatGPT era by exploring the influence of several pivotal predictors, such as academic integrity, academic competence, personal best goals and perceived stress, as well as the moderating effect of ChatGPT adoption on academic performance.

This study uses a quantitative method to investigate the impact of essential variables on academic integrity, academic competence, perceived stress and personal best goals by analysing 402 responses gathered from ResearchGate and Academia.edu sites.

While affirming the established direct positive relationship between academic integrity and performance since adopting AI tools, this research revealed a significant moderating role of ChatGPT adoption on this relationship. Additionally, the authors shed light on the positive relationship between academic competence and performance in the ChatGPT era and the ChatGPT adoption-moderated interaction of competence and performance. Surprisingly, a negative association emerges between personal best goals and academic performance within ChatGPT-assisted environments. Notably, the study underscores a significant relationship between heightened performance through ChatGPT and increased perceived stress among academicians.

The research advocates formulating clear ethical guidelines, robust support mechanisms and stress-management interventions to maintain academic integrity, enhance competence and prioritise academic professionals’ well-being in navigating the integration of AI tools in modern academia.

This research stands out for its timeliness and the apparent gaps in current literature. There is notably little research on the use of ChatGPT in academic settings, making this investigation among the first to delve into how faculty and researchers in education use OpenAI.

This paper aims to unravel the puzzle that the United Kingdom’s high-quality government accounting and fiscal architecture is associated with low-quality outcomes, including poor productivity growth, high public debt, public services which do not meet citizen expectations and historically high levels of taxation. It contributes to public sector accounting research in the fields of fiscal transparency and governance.

This paper uses Miller and Power’s (2013) economization framework and Dunsire’s (1990) concept of collibration to explain why being a global leader in public sector accounting reform and in fiscal and monetary architecture has not protected the UK from weak governance. The intersection of economization’s roles of accounting with modes of government accounting clarifies the puzzle.

Whereas accruals government accounting contributes to fiscal transparency, this is not a sufficient condition for well-judged policy and its effective application. Collibration is the dominant mechanism for mediation in the fiscally centralized UK, but it has failed to deliver stable outcomes, in part because Parliament is limited in its ability to hold back inappropriate behaviour by the Executive. Subjectivization has disrupted adjudication because governments at all levels resist constraints on their behaviour, with unpredictable and often damaging consequences.

This paper provides insights through the combined lens of economization and modes of government accounting, demonstrating the practical value of this conceptualization. Although some causes for unsatisfactory outcomes are specific to the UK, there are cautions for accounting and fiscal reformers in other countries, such as Member States of the European Union.

Neurodivergent employees have atypical needs that require distinctive leadership approaches. In this study, the specific nature of a relationship between neurodivergent employees and their neurotypical leaders is explored through the lens of the leader–member exchange (LMX) theory.

This two-phased qualitative study builds on 12 semi-structured interviews with neurodivergent employees and an unstructured focus group with 15 individuals with professional and/or personal interest in neurodiversity. The researcher spent almost 13 h listening to the lived experiences of research participants concerning neurodiversity and leadership.

Leaders who exhibit empathy and understanding were noted to provide greater support. The findings also highlight the complexity of neuro-inclusion in the workplace. Specifically, the delicate balance between accommodation and avoiding stigmatization is emphasized, addressing the concerns raised regarding the legal risks associated with neurodivergent inclusion. Additionally, the findings underscore the necessity for leaders to avoid patronizing behaviors while catering to the diverse needs of neurodivergent employees. This underscores the importance of supporting both neurodivergent employees and leaders navigating such challenges.

The findings help establish inclusive and accommodating employee relations practices that conscientiously address the requirements of neurodivergent employees while providing support for those in leadership roles.

This study constitutes a direct answer to recent calls to develop a more nuanced understanding of workplace neurodiversity, with a specific focus on neuro-inclusive leadership. Acknowledging that we still use inappropriate, old tools in new situations that require novel approaches to leadership helps set the agenda for future research in this area.

In the process of pursuing an entrepreneurial career, the role of the relational institution of the family depends on the economy in which the institutions are embedded. In emerging economies, parents play a more significant role concerning their children’s career in contrast to those in developed ones. In this respect, there is limited knowledge regarding the process of pursuing an entrepreneurial career while simultaneously handling parental relations in a context that does not support entrepreneurship. This paper investigates how parental dynamics influences the process of an individual’s transition to an entrepreneurial career after graduating from a university in a developing country.

This paper is based on a longitudinal study of 15 graduate entrepreneurs in Ethiopia who were in the process of transitioning to entrepreneurial careers. Data was collected and analysed during a two and a half year period (2018–2020) drawing on 45 interviews with, and observations of, these entrepreneurs, and six interviews with parents.

The paper identifies patterns of how entrepreneurs embedded with or dis-embedded themselves from their parental relations as they developed their ventures. The findings show that there were shifts in the entrepreneur–parent relational dynamics from the pre-startup phase to the up and running phase. Drawing on these findings, the paper develops a theoretical framework of graduates’ transitioning to entrepreneurship as a process of individuation from parental relations. Further, we find that parents are both the context and the agents in the entrepreneurial process and that the graduates’ pursuit of entrepreneurial careers is instrumental for their individuation process. The findings contribute to the literature on family embeddedness in entrepreneurship, entrepreneurship career literature and individuation theory.

Answering the call for research on family embeddedness in entrepreneurship, this paper explores the role of parental dynamics when a family member transitions to an entrepreneurial career after graduating from a university. The study proposes and shows how individuation theory is a relevant perspective for understanding graduates’ transition to entrepreneurial careers.

This research highlights the ongoing concern about organizational productivity and the lack of focus on designing an optimal model. The authors aim to create a comprehensive model for managing organizational productivity, considering its impact on profitability, customer satisfaction, and employee morale. They use qualitative research methods, including Systematic Literature Review and Interpretive Structural Modeling (ISM).

In this research using the qualitative research method of Systematic Literature Review, 57 variables affecting productivity were identified. These variables were placed in 16 layers by using the ISM method, which were classified analytically in four sections: INPUTS, OUTPUTS, OUTCOMES and IMPACTS. By determining the relationship between the sections, the research model was designed.

The potential model for organizational productivity management provides a comprehensive framework addressing critical factors like technology adoption, employee empowerment, organizational culture, and more. It identifies Linkage, Dependent, and independent variables. The lower layers consist of INPUTS such as Technological Tools, Organizational Values, and more. In the highest layer, impactful variables like Enhanced competitiveness, Improved decision-making, and Improved organizational culture are labeled as IMPACTS. Middle layer variables are categorized as OUTPUTS and OUTCOMES.

In this study, the concept of productivity management was redefined for the first time, and a multi-layered model for productivity management was creatively explicated using the structural equation modeling method.