Dirk H.R. Spennemann, Jessica Biles, Lachlan Brown, Matthew F. Ireland, Laura Longmore, Clare L. Singh, Anthony Wallis and Catherine Ward
The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi…
Abstract
Purpose
The use of generative artificial intelligence (genAi) language models such as ChatGPT to write assignment text is well established. This paper aims to assess to what extent genAi can be used to obtain guidance on how to avoid detection when commissioning and submitting contract-written assignments and how workable the offered solutions are.
Design/methodology/approach
Although ChatGPT is programmed not to provide answers that are unethical or that may cause harm to people, ChatGPT’s can be prompted to answer with inverted moral valence, thereby supplying unethical answers. The authors tasked ChatGPT to generate 30 essays that discussed the benefits of submitting contract-written undergraduate assignments and outline the best ways of avoiding detection. The authors scored the likelihood that ChatGPT’s suggestions would be successful in avoiding detection by markers when submitting contract-written work.
Findings
While the majority of suggested strategies had a low chance of escaping detection, recommendations related to obscuring plagiarism and content blending as well as techniques related to distraction have a higher probability of remaining undetected. The authors conclude that ChatGPT can be used with success as a brainstorming tool to provide cheating advice, but that its success depends on the vigilance of the assignment markers and the cheating student’s ability to distinguish between genuinely viable options and those that appear to be workable but are not.
Originality/value
This paper is a novel application of making ChatGPT answer with inverted moral valence, simulating queries by students who may be intent on escaping detection when committing academic misconduct.
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Due to the country’s most recent wars in Afghanistan and Iraq and the enactment of the Post 9/11 GI Bill, colleges and universities across the United States have experienced a…
Abstract
Due to the country’s most recent wars in Afghanistan and Iraq and the enactment of the Post 9/11 GI Bill, colleges and universities across the United States have experienced a remarkable increase in student veteran enrollment. As a result, many college campuses have been challenged with knowing how to effectively support veterans as they transition from military life to college life. Although there is notable good intention, this challenge can impact an institution’s ability to offer adequate support. Consequently, many student veterans remain at the margins of the college experience, often affected by their distinct circumstances and a campus that may not be fully prepared to support them. This is a matter of equity and inclusion at its core. Students who are not well understood are likely to be underrepresented and underserved. Therefore, veterans must be included in the equity and inclusion conversation. A review of the literature confirms that student veteran support must involve a greater understanding of the student veteran experience, address institutional barriers to access, replace deficit models of support with more equitable practices, and challenge the dominant paradigm of student success that overemphasizes students’ individual and group characteristics and overlooks the role educators play in student achievement.
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Antony Oodan, Keith Ward, Catherine Savolaine, Manmoud Daneshmand and Peter Hoath
Carol. L. McWilliam and Catherine Ward‐Griffin
To explore the shared experience of organizational change from centralized allocation and control of services and resources to an empowering partnership approach to service…
Abstract
Purpose
To explore the shared experience of organizational change from centralized allocation and control of services and resources to an empowering partnership approach to service delivery in one Canadian home care program.
Design/methodology/approach
Applying an interpretive phenomenological design, data from in‐depth interviews with a purposeful sample (n=28) of providers, clients and informal caregivers were analysed using hermeneutic techniques, and validated by member checking and peer review.
Findings
The overall experience of change was comprised of two dynamic change patterns: extrinsically introduced organizational development, facilitated by contextual factors; and intrinsically developed transformational change, impeded by the same contextual factors. The patterns together comprised participants' enactment of an answer to the existential question, “To have or to be?”
Research limitations/implications
While interpretive research does not elicit generalizable results, the findings of this study illuminate the importance of choosing change strategies appropriate for the intended change, addressing what the change may mean to all involved, and confronting the contextual factors that undermine the change.
Practical implications
New strategies are needed if engrained attitudes, values and beliefs about professional service delivery are to be changed.
Originality/value
The interpretation exposes the nature of professional practice in health and social services, the impact of this work context on practice, and concrete strategies for managing organizational change.
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Patrick Blessinger, Jaimie Hoffman and Mandla Makhanya
The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume focuses…
Abstract
The chapters in this book focus on student experiences in higher education and how those experiences shape their identity and influence their academic success. This volume focuses on the key factors in identity development and how student experiences in formal, nonformal, and informal learning activities help shape their identities. This volume discusses the main theories and concepts involved in identity formation and how educators can increase their understanding and importance of identity in education. This volume argues that all forms of learning can create a more engaging and democratically oriented student experience. This volume also argues that inclusive leadership is an important factor in cultivating a rich and dynamic learning environment and bringing about greater equity and inclusion in teaching and learning.
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What access did readers have to fiction in Britain during the Romantic period? To what extent might the fiction market have been segmented into readers who borrowed their novels…
Abstract
What access did readers have to fiction in Britain during the Romantic period? To what extent might the fiction market have been segmented into readers who borrowed their novels from libraries ‐ sometimes stealing or failing to return them ‐ and those who bought them new or second‐hand at bookshops? Many circulating‐library proprietors would also serve the novel‐reading population in their capacity as professional booksellers. As librarians, they would promote the value‐for‐money aspect of renting fiction to readers of limited means; as booksellers, they enabled readers to purchase their particular favourites among their bookstocks as well. Purchasing a book, though, did not equate with genuinely wishing and intending to read it. Failing to return a circulating‐library novel, or stealing one, may have been a stronger indication that a title was indeed being selected to be read ‐ and then being retained to be re‐read.