The paper presents the most comprehensive and large-scale global study to date on how higher education students perceived the use of ChatGPT in early 2024. With a sample of 23,218 students from 109 countries and territories, the study reveals that students primarily used ChatGPT for brainstorming, summarizing texts, and finding research articles, with a few using it for professional and creative writing. They found it useful for simplifying complex information and summarizing content, but less reliable for providing information and supporting classroom learning, though some considered its information clearer than that from peers and teachers. Moreover, students agreed on the need for AI regulations at all levels due to concerns about ChatGPT promoting cheating, plagiarism, and social isolation. However, they believed ChatGPT could potentially enhance their access to knowledge and improve their learning experience, study efficiency, and chances of achieving good grades. While ChatGPT was perceived as effective in potentially improving AI literacy, digital communication, and content creation skills, it was less useful for interpersonal communication, decision-making, numeracy, native language proficiency, and the development of critical thinking skills. Students also felt that ChatGPT would boost demand for AI-related skills and facilitate remote work without significantly impacting unemployment. Emotionally, students mostly felt positive using ChatGPT, with curiosity and calmness being the most common emotions. Further examinations reveal variations in students’ perceptions across different socio-demographic and geographic factors, with key factors influencing students’ use of ChatGPT also being identified. Higher education institutions’ managers and teachers may benefit from these findings while formulating the curricula and instructions/regulations for ChatGPT use, as well as when designing the teaching methods and assessment tools. Moreover, policymakers may also consider the findings when formulating strategies for secondary and higher education system development, especially in light of changing labor market needs and related digital skills development.

Purpose: The purpose of this paper is to empirically investigate the effects of knowledge management (KM) enablers on KM processes in research universities and testing the direct relation between KM processes and OP. This study also proposes to examine the mediating role of intellectual capital (IC) and innovation in the relationship between KM processes and performance of universities.Design/methodology/approach: Using a sample of 217 academic and administrative personnel from research universities of Pakistan, the hypothesized relationships were tested through partial least squares structural equation modeling technique.Findings: The results reveal that KM enablers have a significant impact on KM processes. The results also indicate that KM processes influence organizational performance (OP) directly and indirectly through innovation and IC.Practical implications: Findings of this study reinforce the corporate experience of KM and suggest how administrators of research universities and higher educational institutions can promote innovation and IC, which in turn enhance OP.Originality/value: Despite the augmented importance of KM in higher education institutions or research universities, there is a dearth of studies that investigate the interplay of KM, innovation, IC and OP. This is one of the earliest studies that not only empirically investigate the interaction of KM enablers, KM processes and performance of research universities but also shed insights into the existing literature by simultaneously investigating mediating role of IC and innovation in the underlying relationship.

This study analyses the worldwide diffusion of the Global Reporting Initiative's (GRI) Sustainability Report in all economic sectors from 1999 to 2011. The logistic curve model (s‐shaped curve) is used to assess the current situation on both a global scale and a local scale. Additionally, instability and concentration indices are used to analyse whether the diffusion process developed in a homogeneous manner across economic sectors. Although for different reasons, close attention has been paid to the two leading sectors worldwide: the financial and energy sectors. Findings suggest that the energy sector has adopted GRI reporting in an effort to be more sustainable as it is more visible, polluting, and international. On the other hand, the financial sector could regain market credibility and attract new investors, and GRI reporting could help it to construct a new identity defined by legitimate behaviours and an improved image. The paper concludes with some reflections on the usefulness of these reports and trends. Copyright © 2013 John Wiley & Sons, Ltd and ERP Environment

The sharing economy is an umbrella term for different business models that seem to have a positive impact on sustainability. To achieve sustainable development, the UN has created 17 Sustainable Development Goals (SDGs) as an instrument and guide for countries and individuals. This paper sheds light on the relationships between the sharing economy, sustainability and SDGs through the content analysis of 74 papers from the database Web of Science that consider these factors through the topics of the environment, consumer values, business characteristics and urban impact regarding sectors such as mobility and accommodation. Results express that the sharing economy helps to achieve all SDGs. However, further research is needed because of the novelty of the topic and the existence of many gaps. The sharing economy has a positive effect on the dimensions of sustainability from the economic, social and environmental points of view.