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Using descriptions from participants of ten Australian Football League (AFL) Club boards, the authors offer a rare, in-depth account of board member perceptions of interpersonal relationships between board members and the relational conflict evident. These findings suggest that interpersonal behaviours related to egos, social awareness, transparency and trust, ultimately leads to dysfunctional conflict.

This paper examined the leadership influence on board dysfunctional conflict using the concept of authentic leadership (AL). The authors dismantled board member interpersonal dynamics to explore whether AL may alleviate the issues associated with dysfunctional relational conflict.

In addition, we highlighted the President has a key leadership role, whereby if they are characterised by AL attributes, they can facilitate higher levels of trust amongst board members and ultimately minimise board fragmentation.

Practically, our findings assist boards to identify some of the behavioural antecedents to dysfunctional relationships, therefore assisting leaders to attenuate their influence on board fragmentation and improve board functioning.

Current knowledge and research on students’ utilization and interaction with generative artificial intelligence (AI) tools in their academic work is limited. This study aims to investigate students’ engagement with these tools.

This research used survey-based research to investigate generative AI literacy (utilization, interaction, evaluation of output and ethics) among students enrolled in a four-year public university in the southeastern USA. This article focuses on the respondents who have used generative AI (218; 47.2%).

Most respondents used generative AI to generate ideas for papers, projects or assignments, and they also used AI to assist with their original ideas. Despite their use of AI assistance, most students were critical of generative AI output, and this mindset was reflected in their reported interactions with ChatGPT. Respondents expressed a need for explicit guidance from course syllabi and university policies regarding generative AI’s ethical and appropriate use.

Literature related to generative AI use in higher education specific to ChatGPT is predominantly from educators’ viewpoints. This study provides empirical evidence about how university students report using generative AI in the context of generative AI literacy.

This chapter focusses on the ethical issues raised by different types of surveillance and the varied ways in which surveillance can be covert. Three case studies are presented which highlight different types of surveillance and different ethical concerns. The first case concerns the use of undercover police to infiltrate political activist groups over a 40-year period in the UK. The second case study examines a joint operation by US and Australian law enforcement agencies: the FBI’s operation Trojan Shield and the AFP’s Operation Ironside. This involved distributing encrypted phone handsets to serious criminal organisations which included a ‘backdoor’ secretly sending encrypted copies of all messages to law enforcement. The third case study analyses the use of emotional artificial intelligence systems in educational digital learning platforms for children where technology companies collect, store and use intrusive personal data in an opaque manner. The authors discuss similarities and differences in the ethical questions raised by these cases, for example, the involvement of the state versus private corporations, the kinds of information gathered and how it is used.