Business School Research Articles

Transforming Management Education: Insights from Social‐Ecological Systems and Social Innovation Research

AbstractIt is clear that contemporary management education (ME) needs to be transformed to tackle complex social‐ecological crises effectively. However, the concept of transformation is often ill‐defined in the context of ME; while there is also a lack of understanding about what concrete transformation trajectories (also called scaling pathways) are available to management educators. This conceptual paper adopts a social‐ecological systems lens to shed light on the basics of transformation (the why, what, where, when and who); combined with a social innovation lens to provide more clarity on transformation's practical specificity (the how). Rooted in a vision of ME aimed at cultivating social‐ecological flourishing (i.e. a civic ME), this paper integrates different theoretical lenses to assert the possibility of–and outline trajectories for–transformation in the business school. This work contributes to developing a social‐ecological systems approach to ME; while proposing multiple concrete scaling pathways to support a civic transformation of ME. It highlights that ME stands at a crossroads: management educators could passively wait until transformation is forced by the unintended crossing of tipping points; or deliberately and collectively navigate it. Ultimately, transformation emerges from the delicate interplay of structure (i.e. inescapable structural barriers) and agency (i.e. intentional transformative actions).

AACSB-Accredited Colleges and Universities: An Examination of Standard A5 as a Guide to Prepare Accounting Graduates for the Digital Workplace

Employers demand that accounting graduates are well-versed in information and communication technologies. The Association to Advance the Collegiate Schools of Business (AACSB) establishes Standards for business and accounting schools, colleges, and universities across the globe. This systematic literature review examines the peer-reviewed research surrounding AACSB-Standard A5 Information Technology Skills, Agility, and Knowledge for Accounting Graduates and Faculty. Specifically, how AACSB-accredited institutions employ Standard A5 to guide curriculum innovation and change management best practices is emphasized. Results underscore the importance and significance of Standard A5 in navigating continuous improvement curriculum efforts in higher education.

Attributes Required for Entrepreneurs of Self-Help Groups (SHGS) Involved in the Development of Microenterprises

Under the pathetic and uneasy conditions the rural poor face, microfinance activity acts as the saviour to redeem them from the clutches of poverty and unemployment. The present study was conducted to examine the influence of entrepreneurial attributes of members of SHGs in the effectiveness of microfinance services for agro-enterprise development by the Self-Help Groups (SHGs) in Kerala. The study was conducted in ex-post facto design, in the three purposively selected districts of the three zones of Kerala, namely, Thiruvananthapuram, Thrissur and Malappuram. The effectiveness of microfinance services was calculated individually from the scores obtained for each respondent and the average score of members in a group constituted the effectiveness score of the group. The independent samples t-test was employed to find out the significant difference in entrepreneurial characteristics score with the effectiveness of microfinance services. Also, a correlation analysis was performed between entrepreneurial characteristics and the effectiveness of microfinance services. The correlation analysis of the entrepreneurial characteristics of the SHG members and the effectiveness of microfinance services revealed that ‘achievement motivation’, ‘innovativeness’, ‘thrift tendency’, ‘strategic visioning’ and ‘internal locus of control’ were positively and significantly correlated with the effectiveness of microfinance services at one per cent level of significance, whereas ‘economic opportunism’ was positively and significantly correlated with the effectiveness of microfinance services at five per cent level of significance. The independent samples t-test revealed that the entrepreneurial abilities of the members of SHG largely influenced the effectiveness of microfinance services for agro-enterprise development rather than other factors like the nature of agro-enterprises which was usually selected through micro screening techniques. The study necessitates a severe need of the establishment of business schools for youth to develop their entrepreneurial traits as well as better governance, especially in the agro sector.

Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development.

Development of a leadership and management module for the undergraduate medical curriculum.

Physicians play an important role in management and governance of healthcare systems, yet many lack formal leadership training and skills. Despite leadership training through placements in wards at a graduate level, this should take place early on (undergraduate level), to lay the foundations for future physicians to consider a career choice in leadership positions long before entering practice. The fundamentals of leadership and management should be incorporated in the medical curriculum, with input from experts in the area such that relevant concepts are appropriately adapted with a healthcare context. We developed a pilot leadership and management module for undergraduate medical students, drawing from sources such as the UK National Health System and General Medical Council, primary literature, and undergraduate business school curricula. Students in their clinical years (4-6) of an undergraduate, six-year medical degree, were invited to participate in five 2-hour online sessions. Participants completed a questionnaire before and after module completion to assess whether individual perspectives on 22 skills relevant to leadership knowledge, and their self-rated competence in each one, changed following module attendance. Sixteen medical students participated in the study. Module attendance resulted in mean self-reported competence increase in 18 of the 22 skills, with "inspire others", "public speaking", "coding and billing", "risk management" and "conflict resolution" displaying the largest positive change. Free-text comments provided encouraging feedback regarding the module and its contents, and the teaching method of such skills (case-studies or more applied scenarios, as opposed to taught lectures). The positive changes in student perceptions and self-reported competence in leadership skills that are not traditionally included in the undergraduate medical curriculum, but are part of the business curriculum, further support the importance of inter-professional learning. Our findings are expected to inform the development of a module that could be incorporated in undergraduate medical curricula as part of future research with larger sample size and objective measures of skill competence.

Enforcement of consumer rights protection laws and intention to reuse digital financial services among Generation Z youth: Empirical evidence from Vietnamese commercial banks

Digital financial services are crucial in boosting the competitive edge of businesses and economies in numerous developing nations. This study aims to explore the factors that affect consumers’ perceptions of the implementation of consumer protection laws and their willingness to continue using digital financial services. Data were collected through interviews with 689 Gen Z consumers (born after 1996) who have used digital financial services in Vietnamese commercial banks. The results of the partial least square – structural equation modeling indicate that six factors influence attitudes toward the enforcement of consumer protection laws, in descending order: perceived benefits, understanding of legal regulations, perceived asymmetry, perceived risk, understanding of technology and digital finance, and understanding of dispute resolution. Additionally, attitudes toward law enforcement, as well as understanding of technology and digital finance, positively impact consumers’ intention to reuse digital financial services, while perceived risk has the opposite effect. Furthermore, all six independent factors impact the intention to reuse digital financial services through the mediating role of attitudes toward the enforcement of consumer protection laws. The study’s findings also lay the groundwork for policy recommendations for legislative authorities and strategic guidance for service providers and consumers in emerging markets in the future. AcknowledgmentThis study is the result of collaboration between researchers from the University of Law, Hue University, and School of Business and Economics, Duy Tan University. The authors would like to thank both institutions for their support and facilitation in the publication of this research. This study was conducted under project code DHH2024-12-85, Decision No. 298/QĐ-ĐHH dated March 27, 2024, issued by the Director of Hue University.

Change-oriented Leadership in the Context of Transitioning to Strategic Autonomy

Growing geopolitical tensions have transformed the business landscape , driving domestic firms toward an era of strategic independence (Yale School of Management, 2024). This research examines a well-known Eastern European consulting firm that, after transitioning to an independent entity, was confronted with a new personnel assessment system. This shift necessitates a comprehensive understanding of employee readiness and resistance — fundamental concepts in change management literature (Armenakis et al., 1993). Our study incorporated quantitative methods to divide employees according to their readiness for the new system (k-means clustering, factor analysis, and discriminant analysis). At the same time, it employed qualitative research methods to explore motives and attitudes behind employee resistance or readiness (Choi & Ruona, 2011). Based on their adaptability to the new system, we identified three distinct clusters of employees: “Active Supporters,” “Cautious Appraisers,” and “Conservative Skeptics,” allowing us to pinpoint specific non-readiness factors and formulate tailored strategies to address them. The findings suggest that emotional involvement, openness to change, and previous experiences with similar practices significantly influence employee readiness. To mitigate these issues, the paper proposes a strategy rooted in psychological safety and differentiated error management, as advocated by Edmondson (2023), to enhance the organization's learning capability and adaptability. Our results align with previous research indicating that stronger attitudes, often based on personal experience, significantly predict behavior (Eagly & Chaiken, 1993). We found that the initial uncertainty of organizational changes served as a major stressor, underscoring the importance of understanding and conceptualizing changes (Kramer, 2015). Unlike Schwartz (1994), the value orientation of “Tradition” did not exert significant influence, but values of “Autonomy,” “Stimulation,” “Achievement” (consistent with Sortheix & Lönnqvist, 2014), “Hedonism,” and “Power” positively impacted employee openness to changes. The implications of this study extend to other Eastern European companies undergoing similar transitions, providing guidance on how change can be managed effectively in the context of transitioning to strategic autonomy.

The Influence of Job Level and Work Stress on Learning Motivation of Master's Students at Harapan Bangsa Business School Class of 2023-2024

The demands of balancing professional and academic responsibilities present unique challenges for Master’s students who work while pursuing higher education, often resulting in increased job stress and varied impacts on learning motivation. This study investigates how job level and job stress influence the learning motivation of Master's students in Management at Harapan Bangsa Business School, focusing on students from the 2023-2024 cohort. A quantitative approach was used, employing structured questionnaires to collect data from a sample of 120 students in Bandung between July and November 2024. The analysis, conducted through multiple regression, revealed that job level significantly positively affects learning motivation, with students in higher positions exhibiting greater motivation to succeed academically. In contrast, job stress did not show a statistically significant effect on learning motivation, indicating that its impact may vary based on individual resilience and role-specific factors. These results suggest that learning motivation is more closely tied to job level than job stress. The study provides valuable insights for educational institutions aiming to enhance motivation among working students by promoting autonomy and competency support, aligning with Deci and Ryan’s self-determination theory. Institutions can better support students' academic success across different job levels by focusing on strategies that increase student autonomy and skill-building opportunities.

Media Conglomeration, Local News, and Capital Market Consequences

We examine the effect of news media consolidation on local business coverage and its consequences for firms, investors, and capital markets. Using television transcripts, we find a substantial drop in coverage of local firms following the consolidation of local television stations associated with Sinclair acquisitions. Local information search, institutional portfolio local bias, and overall retail trading decrease for firms in treated geographic areas. Results are most pronounced for small firms, for stations with higher ex ante viewership, and for stations with greater reductions in local coverage. Our results provide insight into the consequences of media consolidation for local business coverage, firms, investors, and capital markets. This paper was accepted by Eric So, accounting. Funding: Financial support from the Brigham Young University Marriott School of Business, Purdue University Mitch Daniels School of Business, and Kenan-Flagler Business School is gratefully acknowledged. Supplemental Material: The online appendix and data files are available at https://doi.org/10.1287/mnsc.2023.02247 .

Islamic or Conventional Banking

Purpose: The purpose of this research study is to examine the banking preferences of Kuwaiti university students, their preferences between Islamic and conventional, the reasons supporting their choice and, as a measure of satisfaction, the likelihood of them recommending their bank to their friends and family. Design/methodology/approach: We conduct a short survey among undergraduates using a 4-item paper questionnaire physically distributed and collected at a Kuwaiti business school. The large response (n= 503) is analysed and descriptive statistics used to present the results Findings: Results indicate a majority prefer Islamic banking and that the main reason for this is their religion. Those students who opted for conventional banks gave social reasons such as recommendation for their choice. A higher level of satisfaction was recorded for Islamic banking customers. We conclude that Islamic banks have managed to match their ethical and religious appeal with the delivery of efficient and convenient banking services that are valued by the student segment. Practical Implications: Our results are of interest to those offering retail banking services in binary markets where conventional banks compete with Islamic banks in addition to researchers in this domain. For Islamic banks, the significance of maintaining a strong reputation with the underpinning of robust Shariah principles is emphasized. Originality: The paper contributes fresh understanding to the acceptance of and satisfaction with Islamic banks and their products and services among a strategically important segment. It provides evidence suggesting a bright future for Islamic banking in Kuwait and the wider Gulf region.

Leading a Business School

Leading a Business School

Assuring and Improving Learning Outcomes

Universities have a responsibility to measure and assure graduate learning outcomes ("Higher Education Standards Framework (Threshold Standards)," 2021; TEQSA, 2017). However, while assuring learning outcomes is a priority across the sector, many universities fail to collect meaningful data on student achievement of these outcomes (Martin & Mahat, 2017). Some institutions are investigating technologically enhanced processes to improve the efficiency and accuracy of learning-achievement data (Burrack & Musselwhite Thompson, 2021; El Marsafawy, 2022). Over the past four years, the University of Technology Sydney (UTS) Business School has made substantial enhancements to assurance of learning (AoL) practices, leveraging learning management system (LMS) functionality and data visualisation software to create a streamlined process, which better facilitates the continuous improvement of programs. This work is of particular interest to academic and professional staff involved in collecting and reporting on student achievement data, in program continuous improvement and evaluation, or in leveraging technology-enhanced learning analytics. The UTS Business School’s AACSB accreditation necessitates the collection, tracking, and reporting of student achievement of program-level learning outcomes (AACSB, 2020). Each program identifies subjects to "develop" and "assure" learning outcomes, with student achievement measured within specific assessment tasks and collated for program-level analysis. This process can be administratively complex, and historically involved multiple manually collated spreadsheets. This represented a substantial time cost for the faculty and often resulted in unreliable data. It was, for example, common practice to report overall subject marks rather than the specific learning outcome to determine achievement level, resulting in assessment practices that diverged from the recommended standards of constructive alignment (Biggs, 2014). In 2021, faculty T&L and central learning technologies teams commenced a pilot using LMS tools and the interactive data visualization tool PowerBI to streamline data collection, collation, and visualisation. Canvas Outcomes set up at the faculty level allows for centralised achievement-data collection, which, when linked to student and program information in PowerBI, can be used to obtain program-level insights. Beyond administrative efficiency, the project was also designed to improve and foreground the constructive alignment (Biggs, 2014) of measured learning outcomes. The revised process requires the embedding of learning-outcome-aligned assessment criteria within rubrics, resulting in improved constructive alignment and data transparency. The initial pilot was evaluated using Human Centred Design (IDEO.org, 2015) methods, which concluded the new system was an improvement on previous processes. Since the pilot, the faculty has completed a full rollout to over 60 subjects and 20 programs. Once this foundational AoL process was in place, program and subject-level continuous-improvement projects could be built upon it. Previous reporting methods had limited usefulness to Program Directors and were no longer fit for purpose due to changes in AACSB requirements. Reporting processes were therefore adjusted to focus on continuous improvement of key program metrics. In the new process, Program Directors and teaching teams review program data to identify curriculum or student-experience improvements that will enhance student achievement of learning outcomes. For example, a master's program identified that a high percentage of students were falling below expectations in two outcomes. Investigating the causes identified a need for substantial changes, with new subjects taking assurance responsibilities, and revisions to the program's overall assessment strategy. Recent data shows significant improvements in the target outcomes. This presentation will outline these updated technology-enhanced AoL processes demonstrating how the collected data can be used to improve university programs and the student learning experience.

Scaling Oral Assessment Authentically

The rise of AI and related threats to academic integrity in a post-pandemic academic environment where most assessments are not invigilated forces universities to revisit the question of how to conduct safe and fair assessments (Dawson, 2022). As invigilated exams and online proctoring have fallen out of favour with university administrators due to cost, space or privacy concerns, oral assessments have found renewed interest (Newell, 2023). These are effective in measuring students' knowledge whilst verifying that the responses truly belong to the student (Joughin, 1998). Though there are many established variations of oral assessment, from viva voce thesis defence to interactive orals (as widely conducted in Law and Medicine), they usually emphasise authentic live interaction between student and assessor. However, the sheer scale of some undergraduate programs (as common in Business Schools) along with the integrated nature of business curriculum requiring marking expertise from different graders makes truly interactive oral exams unfeasible. As a response, a large first-year undergraduate Business course (with student enrolments of between 500-1200 per term) at a G08 institution implemented an authentic recorded oral assessment, which mimics job interview practice. Students were recorded for a set time period while they responded to questions verbally with the resulting video and transcripts being later marked. We utilised an asynchronous, remotely invigilated oral assessment (Baird et al., 2022) for the final exam to improve academic integrity and to further embed transferable skills that is industry relevant whilst increasing student employability. The new assessment format was named ‘Live Recorded Video Exam (LRVE)’. The invigilation process for this exam was conducted on a one-on-one basis where one invigilator checked each student in their groupings. The invigilators were provided with a procedural checklist to follow to be consistent within all the groups. The process involved the invigilator calling the student into a Microsoft Teams channel, verifying the student’s identity, checking their immediate surroundings, sharing the screen of the device that the student was using, providing a password verbally for the student to access the exam questions and then to start the recording for invigilation purposes. Once the recording commenced, the invigilator would leave the meeting room and allow the student to complete the exam independently by articulating their responses. The graders had access to both the video recording as well as the captioned transcript to mark the exam and check for any student misconduct. Students were informed about the exam format through different channels from the teaching team as well as innovative student-led initiatives. They were given various opportunities to prepare throughout the term within established class structures and practice mock sessions. Out of 542 exams, none were reported for violations of academic integrity and the rate of special consideration applications was lower. This is, in part, due to potential problems being rectified during the student check-in process. Surveys conducted after the exam showed the LRVE format was well-received by markers and student representatives in part because of its flexibility, offering a complement to traditional viva voce models and demonstrating its scalability.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Go Your Own Way

In this panel, we share insights from LSE100 (London School of Economics) and Leading in a Post-Crisis World (University of Sydney Business School). These multidisciplinary programs engage students in collaborative problem-solving across diverse backgrounds and skill sets. Our challenge lies in integrating these varied perspectives into a cohesive classroom experience. To address this, we employ digitally enhanced practices, including media-rich course materials and a flipped lecture structure. These approaches connect students across disciplines, allowing them to select content relevant to their learning goals. Additionally, we explore video and digital storytelling as assessment tools, fostering student confidence in emerging technologies. Attendees will witness embedded video technology examples and receive basic training for digital storytelling using accessible tools like smartphones. We argue that these tools can be used by a variety of educators and will demonstrate easy ways to bring them into a program of study.

Authentic feedback

Authentic assessment calls for authentic feedback (Dawson et al., 2021). Authentic feedback promotes the development of capabilities that transfer effectively from university to the workplace. I showcase an innovative process to improve the feedback on an assessment task that simulates a real-life scenario to undergraduate finance students at the University of Sydney. Authentic feedback inspires students to engage in higher-order thinking, decision-making and problem-solving to resolve the feedback comments (Molloy et al., 2020). I schedule a series of pre-submission classes that are dedicated to debating the assessment task and required standards with students. Feedback can motivate students to evaluate their own work and incorporate the insights for better quality performance. I focus on developing students’ understanding of the criteria that concern practitioners. The impact of the process to deliver authentic feedback is reflected in students’ perceptions of the extent to which they were guided by helpful feedback on their learning. The context is an undergraduate third-year elective unit, Bank Financial Management, which the University of Sydney Business School offers to students as part of its Bachelor of Commerce program. The objective of the unit is to expose students to the management of financial risks in banks. The unit’s assessment includes a group assignment on cybersecurity preparedness. The assignment is based on a case prepared by Korinek and Allayannis (2022). The case is framed from the perspective of the chief information officer of a mid-sized financial institution that has experienced a massive and unprecedented cyberattack in which $450 million of customer funds were stolen. The objectives of the assignment are for students to recognise the frequency and tremendous costs of cyberattacks, devise an incident response plan to cyberattacks and understand the cyber regulatory regime in which corporations operate. The unit attracts more than 500 enrolments per year. I deploy strategies for students to engage productively in the kinds of feedback practices that take place in the workplace. The grading rubric describes qualities sought by employers. The pre-submission classes provide opportunities for students to debate the issues with their instructors and peers and to develop practical solutions. The instructions require students to write a business-style report and to treat a bank’s managers as their target audience for the report. The process relies upon the Canvas learning management system. The feedback is delivered through a series of discussions between students and educators. The feedback process has contributed to improvements in students’ impressions of the assessment task and the quality of the feedback itself. This poster fits within the conference theme of technology enhanced learning (TEL) pedagogies. To deliver authentic feedback, the instructors augment face-to-face teaching with TEL including through video recordings, video conferencing and online discussion forums. I outline the opportunities and threats to educational quality posed by using TEL applications to generate authentic feedback. By presenting and analysing an example from university teaching in finance, I demonstrate implications and issues arising from Dawson et al.’s (2021) framework for authentic feedback. Dawson et al.’s framework contains the five elements of realism, cognitive challenge, affective challenge, evaluative judgement and enactment. I apply the framework to a feedback process as a way of identifying its authenticity and guiding its adjustment in a more authentic direction.

Ask Me

In this poster, we share ongoing research into the use of realistic AI-generated avatars for education in a large Australian business school. These highly realistic avatars have been used as educational presenters to provoke critical discussions on ethical AI by immersing students in text-to-video technology (Vallis et al., 2024). From this initial study, an emergent typology for avatars in educational media has been developed, to help educators design for teaching and learning based on learning purposes and modes of delivery Britton & Vallis, 2023; Vallis & Britton, 2024). Such practical, theoretical guidance in designing, developing, and deploying AI in education is much needed (Dawson et al., 2023). Drawing upon learnings to date, we further explore synthetic media designs for effective and ethical use in education. The poster presents three use cases of synthetic media with QR codes to demonstrate their application and to facilitate discussion at the conference. An additional fourth QR code will be added to gather participant feedback on which use case they found most compelling and educational, as well as their reasons for their preferences. The first use case explores short video presentations, where synthetic media offers students a choice of accents, voices, and faces to present educational content (Dao et al., 2021). This approach aims to free teacher time for more learner guidance and communication, potentially enhancing learning outcomes. Video-based learning can enhance student engagement and understanding by providing flexible, interactive, and visually stimulating experiences (Sabli? et al., 2021). The second use case is ‘Ask me’, a trial of a realistic avatar that answers frequently asked questions. Multimodal AI, like GPT-4o, with integrated voice, video, and audio capabilities, can simulate real-world scenarios for educational scenarios with engaging and realistic experiences (Mollick & Mollick, 2023). Future use cases may include specific learning activities such as role-play and rehearsal. Multimodal feedback on student progress is presented in the third use case. A lifelike digital representation of a teacher has been designed to closely mimic a real human teacher’s appearance and expressions. Simple video feedback, generated based on student interactions with university systems and combined with a teacher’s text, is sent via email to enhance engagement. This trial is designed to augment feedback, rather than replace interaction between students and teachers (Bozkurt & Sharma, 2023). By presenting these use cases, we aim to provide practical insights and stimulate discussions on the ethical and effective use of synthetic media in education. Our preliminary findings indicate benefits to using AI-generated avatars, if the ethical implications and the quality of human-AI interactions are carefully considered in the learning design (Vallis et al., 2024).

Enhancing reflective practices in higher education with AI-supported anthropomorphic coaches

This paper reports on a pilot study exploring the use of generative AI and anthropomorphic coaches to enhance students’ reflective practices. Reflective practice is crucial for critical thinking and self-awareness. AI-driven feedback systems and lifelike avatars may create interactive, engaging environments for deeper student reflection. Drawing on observations from an ongoing project using Soul Machines Studio at the University of Auckland Business School, this inquiry considers anthropomorphic AI coaches’ ability to provide timely feedback and support reflective work in postgraduate courses. As a work-in-progress, we describe two use cases: (a) Refining team collaboration through AI-guided reflection and (b) providing feedback on reflective journal writing. We also outline future work on scalability, longitudinal studies, learning management system integration, cross-cultural adaptation, and ethical frameworks. We highlight AI's potential to develop students’ reflective practices and contribute to integrating advanced technologies in education.

Integrating ICAP theory in learning analytics

This paper introduces a conceptual evaluation learning analytics (LA) model developed by Keypath Education and Melbourne Business School to analyse student engagement in an online learning environment. The paper describes how a targeted LA intervention was grounded within the ICAP theory for active learning to identify, visualise and analyse student engagement metrics in a 100% online setting. The architecture of the model, including its design principles and underlying assumptions, are broadly examined against the latest research in educational, LA, and data analytics research. This includes a discussion of our initial phase testing results of captured student data alongside a discussion of key questions and desired study outcomes for the upcoming phase 2 of the data intervention. As a result, this paper provides both specific insights into how we created an evidence based and pedagogically sound evaluation model of online student engagement within a specific suite of asynchronous educational tools, as well as more general and practical insights into how other universities could develop similar approaches to enhance understanding and support of a growing online student population.

Marking ‘on the fly’ in interactive oral assessments in Business

Interactive orals (IOs) are described as a pedagogically rigorous and authentic form of assessment. However, there is little research to-date on the assessor experience of facilitating a conversation and marking ‘on the fly’, nor the student experience of thinking ‘on the spot’. This paper investigates assessor and student experiences of IOs in the context of a large Australian business school where IOs were implemented in five courses from several sub-disciplines. Participant interviews confirmed what is already known about IOs and their place as an assured assessment of learning in the Artificial Intelligence (AI) age. This study contributes to new knowledge on the assessor experience and suggests that academics will need a distinct skillset to ensure reliable and valid ‘conversational’ assessments.