This paper investigates the integration of ChatGPT into educational environments, focusing on its potential to enhance personalized learning and the ethical concerns it raises. Through a systematic literature review, interest analysis, and case studies, the research scrutinizes the application of ChatGPT in diverse educational contexts, evaluating its impact on teaching and learning practices. The key findings reveal that ChatGPT can significantly enrich education by offering dynamic, personalized learning experiences and real-time feedback, thereby boosting teaching efficiency and learner engagement. However, the study also highlights significant challenges, such as biases in AI algorithms that may distort educational content and the inability of AI to replicate the emotional and interpersonal dynamics of traditional teacher–student interactions. The paper acknowledges the fast-paced evolution of AI technologies, which may render some findings obsolete, underscoring the need for ongoing research to adapt educational strategies accordingly. This study provides a balanced analysis of the opportunities and challenges of ChatGPT in education, emphasizing ethical considerations and offering strategic insights for the responsible integration of AI technologies. These insights are valuable for educators, policymakers, and researchers involved in the digital transformation of education.

This study introduces a new approach for the competence development of the socio-technical aspect. The curriculum of the Project Management (PM) course taught in degree programs concentrates largely on imparting technical knowledge. Current research seeks to direct the attention of the PM curriculum towards Personal Competencies as well. PM studies not only require a project to be carried out successfully but also expect students to demonstrate certain personal competencies, behaviors, and traits to effectively lead the project team. This research seeks to inform action and yield pertinent knowledge and instructional material around the desired personal competence. This study adopts an exploratory and (educational) action research approach with a quantitative mode of inquiry. The first of the four phases of this study comprises an action-based approach to find out which Personal Competence is essential for PM students. The second phase is of further follow-ups with the research subjects that indicate their lack of understanding of the PM personal competencies. The next phase employs a second survey showing that the Communication Skills of research subjects need work. The last phase offers a comprehensive training plan around the required competence, a training evaluation tool, a competence assessment exam, and tools for training and trainer feedback. The findings of this research bear immense implications for PM competence building and curriculum. The practical contribution of the study offers a way to prepare the graduates for ready employability.

Change Acceleration Process model (CAP) emerged in early 90's as a set of principles for accelerating change management efforts in organizations. Business Process Improvement (BPI) projects open avenues of opportunity and success for organizations in this highly competitive era. However, most of these projects fail due to lack of commitment, communication, scope creep and inadequate resources. This research attempts to study industry relevant factors most critical to success of a BPI Project in the highly competitive telecom sector. Modified Delphi technique employing a panel of telecom professionals was adopted in order to determine the critical success factors (CSFs) after a thorough review of the literature. Exploratory factor analysis was performed to map extracted factors to the five agents of change. Research outcome defines the relevant CSFs in terms of vision, skills, incentives, resources and action plan. A significant contribution of this research is an extended CAP model for implementation of BPI projects. Practical implications of this research are utilization of the proposed model for BPI project success.

Global software development, an emerging software development methodology within a technology-enabled environment has recently received increased attention from scholars and practitioners. Despite the fact that the lack of effective communication is a major challenge of globally distributed teams, communication research related to the scale development is still very limited in existing literature. Considering the communication challenges and increasing need to measure the effectiveness of communication, this research is focused to develop a scale for “Effective Communication” for globally distributed software development teams. Systematic literature review is performed to identify the best practices of effective communication for the development of “Effective Communication” scale. A questionnaire survey consisting of 29 items is administered in globally distributed software development teams. Confirmatory factor analysis and statistical results depicted that the four-factor model (e.g. stakeholders' involvement, acculturation, usage of appropriate tools and technology, and information availability) is more parsimonious and an optimal model fit.