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Objectives: To evaluate an objective structured clinical examination (OSCE) adapted for social work in a lab course and examine the degree to which it predicts competence in the practicum. Method: 125 Masters students participated in a one-scenario OSCE and wrote responses to standardized reflection questions. OSCE performance and reflections were rated on previously standardized scales, competence in field was evaluated using the online practice-based evaluation. Results: A wide range of scores on OSCE scales indicate that differences in student competencies were captured. Correlational analyses revealed an association between OSCE scales and field final evaluations. Nevertheless, a number of students who performed poorly on the OSCE did well in the practicum. Conclusions: The OSCE method of evaluation warrants cautious optimism and requires further replication and adaptation for social work educational outcomes assessment.

Transformative artificially intelligent tools, such as ChatGPT, designed to generate sophisticated text indistinguishable from that produced by a human, are applicable across a wide range of contexts. The technology presents opportunities as well as, often ethical and legal, challenges, and has the potential for both positive and negative impacts for organisations, society, and individuals. Offering multi-disciplinary insight into some of these, this article brings together 43 contributions from experts in fields such as computer science, marketing, information systems, education, policy, hospitality and tourism, management, publishing, and nursing. The contributors acknowledge ChatGPT’s capabilities to enhance productivity and suggest that it is likely to offer significant gains in the banking, hospitality and tourism, and information technology industries, and enhance business activities, such as management and marketing. Nevertheless, they also consider its limitations, disruptions to practices, threats to privacy and security, and consequences of biases, misuse, and misinformation. However, opinion is split on whether ChatGPT’s use should be restricted or legislated. Drawing on these contributions, the article identifies questions requiring further research across three thematic areas: knowledge, transparency, and ethics; digital transformation of organisations and societies; and teaching, learning, and scholarly research. The avenues for further research include: identifying skills, resources, and capabilities needed to handle generative AI; examining biases of generative AI attributable to training datasets and processes; exploring business and societal contexts best suited for generative AI implementation; determining optimal combinations of human and generative AI for various tasks; identifying ways to assess accuracy of text produced by generative AI; and uncovering the ethical and legal issues in using generative AI across different contexts.

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize students’ collaboration, both pedagogies seem suitable to enhance students’ interdisciplinary competence. Based on the principle of constructive alignment and four instructional principles on interdisciplinary learning, this paper proposes that students profit more from interdisciplinary PBL (iPBL) than interdisciplinary PjBL (iPjBL). A pre-post study was conducted with a sample of 95 students participating in iPBL and 183 students participating in iPjBL. As expected, multilevel models on students’ development in (a) interdisciplinary skills, (b) reflective behavior, and (c) recognizing disciplinary perspectives show that iPBL enhances students’ interdisciplinary competence more than iPjBL.

this study aims to reveal the effectiveness of the seven steps of Project based learning model (PjBL) in order to enhance the student's productive competences. The implementation of the PjBL model was implemented in two places at different times, there were at Akademi Komunitas Negeri Tanah Datar and Akademi Komunitas Negeri Pesisir Selatan. Previously, the seven steps of PjBL model was validated by experts judgment and measured by Aiken coefficient significantly (0.796), also this syntax e reliable to be implemented in vocational learning process. The seven steps, consisting of: (1) the formulating the expected learning outcome, (2) understanding the concept of the teaching materials, (3) skills training, (4) designing the project theme, (5) making the project proposal, (6) executing the tasks of projects and (7) presentation of the project report. The study showed that the implementation of seven steps of PjBL, were practice and effective to enhance student's productive competences.

Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the technology acceptance model (TAM) in the context of vocational education, and to examine the relationship between self-assessed teachers' digital competence belief and their acceptance of and intention to use technology in their classroom. Data were collected via a self-administered questionnaire and the responses of 2011 vocational teachers were analysed. Applying structural equation modelling, the results show that the TAM adequately explains teachers' intention to use digital tools in vocational education; further, there are positive and significant relationships between teachers' beliefs about their digital competence and their beliefs about technology ease of use and the perceived usefulness of technology in teaching; this latter, positively correlates with technology use intention. Understanding the factors interplaying with teachers’ acceptance of technology and use intention is important for designing teacher training to enhance the successful integration of technology and to foster the connectivity between the different learning locations of vocational education.

This article describes a series of school-based field experiments in over 200 urban schools across three cities designed to better understand the impact of financial incentives on student achievement. In Dallas, students were paid to read books. In New York, students were rewarded for performance on interim assessments. In Chicago, students were paid for classroom grades. I estimate that the impact of financial incentives on student achievement is statistically 0, in each city. Due to a lack of power, however, I cannot rule out the possibility of effect sizes that would have positive returns on investment. The only statistically significant effect is on English-speaking students in Dallas. The article concludes with a speculative discussion of what might account for intercity differences in estimated treatment effects. Copyright 2011, Oxford University Press.

Student satisfaction has become an important concept in higher education because students are paying higher tuition fees and increasingly seeing themselves as customers and because satisfaction is commonly used as an indicator of quality by quality assurance agencies and the compilers of rankings and league tables. In business organisations, it has been established that employee commitment has a significant impact on employee performance and customer satisfaction. The purpose of this research is to examine the effects of lecturer commitment on student perceptions of teaching quality and student satisfaction. The sample comprised 24 lecturers and 456 students at one Chinese university. Data were obtained through self-administered paper-based questionnaires. A model linking lecturer commitment with students’ perceived teaching quality and student satisfaction was created and the hypotheses were tested using structural equation modelling. It was found that lecturer commitment to students’ academic achievement and lecturer commitment to the social integration of students are both positively related to student satisfaction. However, lecturer commitment to the social integration of students did not appear to influence students’ perceptions of teaching quality. The implications for higher education institutions are discussed.

This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to cultivate in order to communicate effectively in culturally diverse settings. Then, we discuss the findings of our qualitative study on the impact of teaching development programs enhanced with intercultural communication components. As a result of training, participants became more aware of cultural and disciplinary differences in communication, were able to adapt their communication style to audiences with different levels of background knowledge, and felt more prepared for interpersonal interactions across cultures with undergraduates. Finally, participants were able to transfer the skills learned to other areas of graduate study and used effective intercultural communication strategies when interacting with globally diverse peers and faculty supervisors.