ChatGPT is revolutionizing the field of higher education by leveraging deep learning models to generate human-like content. However, its integration into academic settings raises concerns regarding academic integrity, plagiarism detection, and the potential impact on critical thinking skills. This article presents a study that adopts a thing ethnography approach to understand ChatGPT’s perspective on the challenges and opportunities it represents for higher education. The research explores the potential benefits and limitations of ChatGPT, as well as mitigation strategies for addressing the identified challenges. Findings emphasize the urgent need for clear policies, guidelines, and frameworks to responsibly integrate ChatGPT in higher education. It also highlights the need for empirical research to understand user experiences and perceptions. The findings provide insights that can guide future research efforts in understanding the implications of ChatGPT and similar Artificial Intelligence (AI) systems in higher education. The study concludes by highlighting the importance of thing ethnography as an innovative approach for engaging with intelligent AI systems and calls for further research to explore best practices and strategies in utilizing Generative AI for educational purposes.

The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation.

In recent years, increasing attention has been paid to individuals’ organizing themselves and managing food systems in an ‘alternative’ and more sustainable way. Such emerging food initiatives are most commonly known as ‘Alternative Food Networks’ (AFNs). However, there is an ongoing debate concerning the extent to which AFNs facilitate social, economic and environmental change. There are criticisms of the overall sustainability promise of AFNs related to sufficiency of impact, possible counter effects and the relevance of impacts. Because empirical studies often only focus on specific sustainability issues or AFNs, it has been difficult to develop more robust theories about the relations between diverse AFNs arrangements and sustainability. Thus, the aim of this paper is to contribute towards reducing this knowledge gap through a systematic literature review on AFNs in relation to sustainability. We summarize main methodological approaches, the types of AFNs studied and sustainability dimensions addressed in literature to date. Findings serve as reference to propose opportunities for future research regarding sustainability in AFNs.

The interest in short food supply chains (SFSCs) has grown significantly in the last decade, notably in respect of their potential role to achieve more sustainable food chains. However, a major barrier to achieving sustainable supply chains is the uncertainty associated with supply chain activities. Therefore, this paper aims to explore the different resilience capabilities that SFSCs possess and the potential role of digital technologies as enablers of SFSCs’ resilience. Using a case study research approach, semi-structured interviews were conducted in two SFSCs in Mexico. Collected data were analyzed using thematic analysis. Findings suggest that SFSCs possess the supply chain resilience (SC resilience) capabilities investigated here, namely flexibility, redundancy, collaboration, visibility and agility. A key finding is the importance of low-cost digital technologies (including freeware and social media) that can support flexibility, collaboration, visibility and agility. These findings raise important implications for SFSCs actors exploring opportunities to improve their collective resilience. This study expands the current literature by proposing a conceptual framework that summarizes a wide variety of strategies that support SC resilience capabilities in the context of SFSCs.

Purpose: This study aims to advance current knowledge on resilient and sustainable short food supply chains, by identifying sustainability practices and resilience capabilities and how these interact.Design/methodology/approach: Empirical data were collected from three cases via 16 semi-structured interviews. This methodological choice answers a call to develop more case studies to better understand perspectives on sustainable and resilient supply chains. Thematic analysis was used for data analysis.Findings: Sustainability practices may positively enhance the resilience of short food supply chains, and vice versa. Specifically, social sustainability practices are perceived as enablers of resilience capabilities, and production practices can have a positive or negative impact on resilience capabilities.Originality/value: This research addresses an important gap in the current short food supply chains literature, by looking at sustainability and resilience in an integrated way for the first time. The proposed working hypotheses and conceptual framework illustrate the complex relationship between social, economic and environmental sustainability and five resilience capabilities within short food supply chains.

Industry 4.0 is predicted to significantly transform the jobs and skill profiles of workers. Implications for higher education may involve dramatic changes in the demand for knowledge and skills. In response to this, a Challenge-Based Learning (CBL) intervention was designed with the aim of developing working skills for the future of work on undergraduate students by embedding the Industry 4.0 theme in the Operations Management curricula. The CBL intervention was implemented in two different academic terms at a UK university, and views from 302 undergraduate business students were captured using document analysis. The benefits are reported in terms of knowledge acquisition and the application and development of key desirable working abilities for the future. The results suggest that CBL increases students’ understanding of Industry 4.0 issues in real-life settings. It also provides an environment for soft-skills training for skills, including collaboration, communication, planning and problem-solving. This study provides a blueprint for the implementation of CBL in the Operations Management curricula. The study validates existing findings obtained from the application of CBL in other disciplines. Whilst the proposed CBL intervention might be easily replicated in business schools in the UK, the findings on students’ experiences might not be directly generalized to other contexts or disciplines.