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The purpose of the paper is to show that among business students, care ethics is a determinant for corporate social responsibility (CSR) perception and stakeholder inclusion.

The research was conducted using a quantitative approach. The population for this study consisted of students from a leading French business school.

Stakeholder inclusion is related to care ethics among students. CSR perception is related to stakeholder perception. CSR perception is related to care ethics.

Population sampled has cultural and curricula specificities. Further research should extend the findings to other populations.

If business schools want their students to implement CSR when they later become managers, they should build a bridge in the curriculum between business ethics education based on the care theory (“educare”) and CSR teaching.

Empirical exploration of the relationship between teaching CSR and teaching care ethics has not been undertaken. Relationship between care ethics and stakeholder theory has been addressed in the literature but only from a theoretical perspective and not from an empirical perspective.

The purpose of this paper is to analyze the inadequacies of current business education in the tackling of the educational challenges inherent to the advent of a data-driven business world. It presents an analysis of the implications of digitization and more specifically big data analytics (BDA) and data science (DS) on organizations with a special emphasis on decision-making processes and the function of managers. It argues that business schools and other educational institutions have well responded to the need to train future data scientists but have rather disregarded the question of effectively preparing future managers for the new data-driven business era.

The approach involves analysis and review of the literature.

The development of analytics skills shall not pertain to data scientists only, it must rather become an organizational cultural component shared among all employees and more specifically among decision makers: managers. In the data-driven business era, managers turn into manager-scientists who shall possess skills at the crossroad of data management, analytical/modeling techniques and tools, and business. However, the multidisciplinary nature of big data analytics and data science (BDADS) seems to collide with the dominant “functional silo design” that characterizes business schools. The scope and breadth of the radical digitally enabled change, the author are facing, may necessitate a global questioning about the nature and structure of business education.

For the sake of transparency and clarity, academia and the industry must join forces to standardize the meaning of the terms surrounding big data. BDA/DS training programs, courses, and curricula shall be organized in such a way that students shall interact with an array of specialists providing them a broad enough picture of the big data landscape. The multidisciplinary nature of analytics and DS necessitates to revisit pedagogical models by developing experiential learning and implementing a spiral-shaped pedagogical approach. The attention of scholars is needed as there exists an array of unexplored research territories. This investigation will help bridge the gap between education and the industry.

The findings will help practitioners understand the educational challenges triggered by the advent of the data-driven business era. The implications will also help develop effective trainings and pedagogical strategies that are better suited to prepare future professionals for the new data-driven business world.

By demonstrating how the advent of a data-driven business era is impacting the function and role of managers, the paper initiates a debate revolving around the question about how business schools and higher education shall evolve to better tackle the educational challenges associated with BDADS training. Elements of response and recommendations are then provided.

The current evolution of artificial intelligence (AI) practices and applications is creating a disconnection between modern-day information system (IS) research and practices. The purpose of this study is to propose a classification framework that connects the IS discipline to contemporary AI practices.

We conducted a review of practitioner literature to derive our framework's key dimensions. We reviewed 103 documents on AI published by 25 leading technology companies ranked in the 2019 list of Fortune 500 companies. After that, we reviewed and classified 110 information system (IS) publications on AI using our proposed framework to demonstrate its ability to classify IS research on AI and reveal relevant research gaps.

Practitioners have adopted different definitional perspectives of AI (field of study, concept, ability, system), explaining the differences in the development, implementation and expectations from AI experienced today. All these perspectives suggest that perception, comprehension, action and learning are the four capabilities AI artifacts must possess. However, leading IS journals have mostly published research adopting the “AI as an ability” perspective of AI with limited theoretical and empirical studies on AI adoption, use and impact.

First, the framework is based on the perceptions of AI by a limited number of companies, although it includes all the companies leading current AI practices. Secondly, the IS literature reviewed is limited to a handful of journals. Thus, the conclusions may not be generalizable. However, they remain true for the articles reviewed, and they all come from well-respected IS journals.

This is the first study to consider the practitioner's AI perspective in designing a conceptual framework for AI research classification. The proposed framework and research agenda are used to show how IS could become a reference discipline in contemporary AI research.

The purpose of this paper is to emphasize the need to engender a positive attitude toward business analytics in order for firms to more effectively transform into data-driven businesses, and for business schools to better prepare future managers.

This paper develops and validates a measurement instrument that captures the attitude toward business statistics, the foundation of business analytics. A multi-stage approach is implemented and the validation is conducted with a sample of 311 students from a business school.

The instrument has strong psychometric properties. It is designed so that it can be easily extrapolated to professional contexts and extended to the entire domain of business analytics.

As the advent of a data-driven business world will impact the way organizations function and the way individuals think, work, communicate and interact, it is crucial to engage a transdisciplinary dialogue among domains that have the expertise to help train and transform current and future professionals.

The contribution provides educators and organizations with a means to measure and monitor attitudes toward statistics, the most anxiogenic component of business analytics. This is a first step in monitoring and developing an analytics mindset in both managers and students.

By demonstrating how the advent of the data-driven business era is transforming the DNA and functioning of organizations, this paper highlights the key importance of changing managers’ and all employees’ (to a lesser extent) mindset and way of thinking.

The aim of the paper is to show that, among business students, care ethics is a determinant for CSR perception and stakeholder inclusion.

The research was conducted utilising a quantitative approach. The population for this study consisted of students from a leading French business school.

Stakeholder inclusion is related to care ethics among students. CSR perception is related to stakeholder perception. CSR perception is related to care ethics.

Population sampled has cultural and curricula specificities. Further research should extend the findings to other populations.

If business schools want their students to implement CSR when they later become managers, they should build a bridge in the curriculum between business ethics education based on care theory (“educare”) and CSR teaching.

Empirical exploration of the relationship between teaching CSR and teaching care ethics has not been undertaken. Relationship between care ethics and stakeholder theory has been addressed in the literature but only from a theoretical perspective and not from an empirical perspective.

This case involves a real-life Ponzi scheme perpetrated by Sir Allen Stanford, a man who bribed Antiguan regulators and a certified public accountant firm to perpetuate his scam. The case includes the process of making victims whole, which involves a court-initiated clawback process: taking back payouts to investors or charities to redistribute the funds to other fraud victims who did not receive their fair payout. Students apply theory learned in an upper-level fraud or forensic accounting course. Finally, the case addresses the aftermath of a fraud scheme.

Ponzi schemes – one of the most common types of investment fraud – have caused investors to lose billions of dollars. Because of the prevalence of Ponzi schemes and the ramifications to investors, it is important for business students to understand the nature of these schemes and to learn how to recognize them. As future business professionals, students will be charged with recognizing a Ponzi scheme early and uncovering it before investors lose their investments.

This case is designed for upper-level undergraduate students or graduate students taking a fraud or forensic accounting course, which is best introduced after professors cover Ponzi schemes and also these concepts: fraud triangle, fraud diamond and fraud red flags.

Few people living in informal settlements in the Global South spontaneously claim that they are “resilient” or “adapting” to disaster risk or climate change. Surely, they often overcome multiple challenges, including natural hazards exacerbated by climate change. Yet their actions are increasingly examined through the framework of resilience, a notion developed in the North, and increasingly adopted in the South. To what extent eliminate’ do these initiatives correspond to the concepts that scholars and authorities place under the resilience framework?

Three longitudinal case studies in Yumbo, Salgar and San Andrés (Colombia) serve to investigate narratives of disaster risks and responses to them. Methods include narrative analysis from policy and project documents, presentations, five workshops, six focus groups and 24 interviews.

The discourse adopted by most international scholars and local authorities differs greatly from that used by citizens to explain risk and masks the politics involved in disaster reduction and the search for social justice. Besides, narratives of social change, aspirations and social status are increasingly masked in disaster risk explanations. Tensions are also concealed, including those regarding the winners and losers of interventions and the responsibilities for disaster risk reduction.

Our findings confirm previous results that have shown that the resilience framework contributes to “depoliticize” the analysis of risk and serves to mask and dilute the responsibility of political and economic elites in disaster risk creation. But they also show that resilience fails to explain the type of socioeconomic change that is required to reduce vulnerabilities in Latin America.