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.

Purpose: The purpose of this article is to address the prioritisation and focus of supply chain managers subsequent to coronavirus disease 2019 (COVID-19)/severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and the great lockdown of 2020.Design/methodology/approach: In this article, concepts and trends on resilient and sustainable supply chains are systematized. Main trends in sustainability of supply chains in the wake of COVID-19 are presented.Findings: Guidelines on building smarter and more resilient supply chains are provided and future tendencies, which includes the increase of a sustainable consumption perspective, are highlighted.Originality/value: This is a conceptual article blended with a practical approach aiming to propose guidelines for managers and scholars on how to address supply chain management challenges after the coronavirus pandemic.

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.

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.

Purpose: The purpose of this study is to explore food producers' motivations and challenges whilst participating in short food supply chains (SFSCs). This paper compares findings with previous literature and investigates the topic in the context of producers' motivations.Design/methodology/approach: The paper includes a literature review concerning producers' motivations to engage in SFSCs. A case study was designed to investigate motivations underlying producers' engagement in SFSCs, as well as the challenges that they face. Semi-structured interviews were conducted in a farmers' market located in Mexico. Thematic analysis is used to identify the principal issues for producers'. Propositions based on findings are presented.Findings: Findings suggest that small, large, part-time and full-time producers are willing to engage with farmers' markets for diverse primary economic and non-economic motivations. Individual and collective challenges were also identified.Originality/value: This research helps to explain producers' motivations and challenges within SFSCs in an under-researched context, namely a focus on producers' and in the Global South.