Paul Hollins Professor

The increasing integration of Artificial Intelligence (AI) in education and business necessitates the development of critical AI literacy among management graduates. This paper explores how institutional policies, pedagogical strategies, and primary stakeholder engagement can support the responsible use of Generative Artificial Intelligence (GAI) in management education. By analysing existing AI literacy frameworks and institutional practices, the study identifies key gaps and proposes a co-designed AI literacy model tailored for institution ‘A’. Using co-design as a central tenet, the study advocates for AI literacy initiatives that align institutional resources with learner needs and professional domains.

In this paper the authors introduce the Games Realising Effective and Affective Transformation (GREAT) research project. This EU funded intervention posits the application of digital games, game making and games technologies, as a realisable sustainable solution to actively engage citizens in meaningful dialogue with governments to address the global challenge of climate change.
The primary objective of the intervention is to facilitate citizens by using emergent technologies, to provide input into developing national and international policy priorities to address the challenges presented by global climate change, technologies that are both available and accessible.
The GREAT project commenced on 01 February 2023 and brings together leading scientists in academia and the games industry in a single programme of research and innovation. The Project aims to establish new forms of social engagement and encourage meaningful dialogue between citizens and senior policy stakeholders (policy makers, policy implementers, political parties, and affected citizens).

"Weblogs", are being applied by organisations in their attempts to harness the tacit knowledge of workers and develop "organisational intelligence" as part of broad knowledge management and communication strategies. This activity could play a key role in the competence development of knowledge workers and support personal (lifelong) learning strategies.
The new genre of "workblogs" could provide organisations with access to network spaces for intelligence gathering and dissemination. However, inherent in this practice are tensions that require consideration by all stakeholders alike. The open, relatively anonymous, and democratic nature of "social" "blogging" culture could challenge organisational hierarchies.
Analysing practice including blog conversations, espoused policy and use by organisations as part of their communication strategy the authors introduce the notion of "protected authority"; which could result in stifling the "open" nature of "blog" conversational culture and render ineffective the application of this emergent technology in support of strategic knowledge management initiatives.

This paper describes a layered approach to selection and use of open standards which is being developed for digital library development work within the UK. This approach reflects the diversity of the technical environment, the service provider's environment, the user requirements and maturity of standards by separating contextual aspects; technical and non-technical policies; the selection of appropriate solutions and the compliance layer.
To place the layered approach in a working context, case studies are provided of the types of environments in which the standards framework could be implemented, from an established standards-based service, to a new service in the process of selecting and implementing metadata standards. These examples serve to illustrate the need for such frameworks.