The Academy of Science, Engineering and Medicine of Florida (ASEMFL) has named two Florida State University faculty members part of its 2024 class of "Rising Stars."

NSF-funded Laird Kramer transforms the undergraduate physics experience

Event Begins: Thursday, November 14, 2024 4:00pm
Location: Hutchins Hall
Organized By: Faculty Senate

SPEAKER: JUDITH BUTLER
November 14, 2024
4:00-5:30 P.M.
100 Hutchins Hall
(Zoom link coming soon)

The annual Davis, Markert, Nickerson Lecture on Academic and Intellectual Freedom is named for three U-M faculty members—Chandler Davis, Clement Markert, and Mark Nickerson—who in 1954 were called to testify before the House Un-American Activities Committee. All invoked constitutional rights and refused to answer questions about their political associations. The three were suspended from the University with subsequent hearings and committee actions resulting in the reinstatement of Markert, an assistant professor who eventually gained tenure, and the dismissal of Davis, an instructor, and Nickerson, a tenured associate professor.

DUSHANBE, 29 July 2016 – The OSCE Office in Tajikistan today donated audio-visual equipment to the Police Academy of Tajikistan’s Ministry of Internal Affairs with the aim of supporting the Academy’s lecturers to use interactive teaching techniques on the investigation of crimes related to the trafficking of human beings.

The equipment includes a computer, a projector, a screen, speakers, a printer, and an Uninterruptible Power Supply device (UPS). An external hard disk drive was also donated to allow for the storing of an electronic library of thematic video films and other informational resources in this field.

“This equipment will improve the teaching of the Course on Combating Trafficking in Human Beings, and will therefore enable the police to more effectively address this serious social problem,” said Fabio Piana, Deputy Head of the OSCE Office in Tajikistan.

Karim Soliev, the first Deputy Director of the Police Academy, thanked the OSCE for its continued support in building the capacity of future law enforcement staff and Police Academy cadets in combating human trafficking and domestic violence in Tajikistan. “This equipment is of great help to lecturers who will now be able to apply more interactive teaching techniques,” he said.

In previous years, the OSCE has provided expert support to the Police Academy, including the development of the Lecturer’s Guidelines on teaching this specialized and compulsory 20-hour course. The OSCE has also trained the team of lecturers on modern interactive teaching techniques and has recently updated the Course on Combating Trafficking in Human Beings with regard to new legislation in this field.

Related Stories

• OSCE Office in Tajikistan support Garm’s local authorities in strengthening referral mechanisms for protecting domestic violence victims
• OSCE Office in Tajikistan’s training series highlights role of parents in the fight against terrorism
• OSCE Office in Tajikistan organizes workshop on verifying the authenticity of security documents

BISHKEK, 3 June 2016 – Wrapping up a two-day visit to Kyrgyzstan, which has included meetings with the Speaker of the Parliament, the Minister of Foreign Affairs, and officials at the OSCE Centre in Bishkek, Special Representative for Central and Eastern Asia and Vice-President of the OSCE Parliamentary Assembly Christine Muttonen spoke to students today at the OSCE Academy in Bishkek on conflict prevention and peace-building, noting the strengths of the OSCE’s approach, as well as areas for improvement.

Muttonen’s visit this week – her first to Kyrgyzstan since her appointment as Special Representative in January – has served as an opportunity to discuss confidence-building in the region and developing co-operative approaches to common challenges such as energy security, water management and border co-operation. In her meetings with Speaker of Parliament Chynybay Tursunbekov and Minister of Foreign Affairs Erlan Abdyldaev, Muttonen noted the importance of continuing to build trust and dialogue through the OSCE.

“There is a need to develop ways of countering the lack of trust and promoting co-operation between countries in the region,” she said. “The OSCE is our common organization, an inclusive organization in which all of its members have an equal voice, and we need to work effectively together within this forum.”

Discussions in Bishkek also focused on promoting follow-up on OSCE/ODIHR election-related recommendations and on the importance that Kyrgyzstan attaches to the OSCE and its Parliamentary Assembly. Muttonen expressed appreciation for the fact that Kyrgyzstan intends to send a full delegation to the OSCE PA’s 25th Annual Session in Tbilisi, Georgia, next month.

In meetings with staff of the OSCE Centre in Bishkek, Muttonen was briefed on the situation in the country and heard about the Centre’s ongoing projects, notably in the spheres of early warning and conflict prevention, as well as youth-oriented and parliamentary development projects. There was also discussion on the possibility of holding future OSCE PA events in the country.

In her lecture at the OSCE Academy, she highlighted the early warning capabilities of the OSCE – including through its field operations such as the Centre in Bishkek – but regretted that sometimes political considerations hamper effective implementation of early warning mechanisms. Discussing the OSCE’s consensus-based decision-making procedure and the non-binding character of its decisions, Muttonen pointed out the OSCE is only as strong as its participating States allow it to be.

Nevertheless, she said, the OSCE’s response to the crisis in and around Ukraine has served as an example of its ability to engage in conflict prevention and peace-building. “The Ukraine conflict has shown that the OSCE is well-placed and equipped to engage in conflict prevention and support mediation and peace-building,” said the PA Vice-President. “Through its unanimous vote principle, the OSCE and its participating States can formulate strong political agreements, even if the process may be slow.”

She noted that OSCE parliamentarians have been active in supporting the Central Asian countries’ peace-building efforts, notably through fact-finding missions.

Muttonen’s speech at the OSCE Academy concluded a week-long visit to Central Asia, which included meetings with government officials, parliamentary leaders and representatives of civil society in Astana, Almaty, and Bishkek.

In her mandate as Special Representative, she is tasked, inter alia, with encouraging active participation in the PA by parliamentarians from Central Asia, as well as liaising with and supporting the work of the OSCE field operations in the region.

To watch a recent interview with the Special Representative, in which she discusses her priorities, please click here. Photos of her visit this week to Central Asia are on Flickr. Her full remarks to the OSCE Academy are available here.

Related Stories

• Christine Muttonen of Austria elected OSCE PA President, Vice-Presidents and Committee Officers also elected
• OSCE parliamentarians in Tbilisi adopt wide-ranging Declaration on human rights, security and the environment
• OSCE parliamentarians consider resolutions on security, economic and environmental concerns and human rights

Warwick Academy is getting set to present a production of Frisco 77, a musical show set in the 1970s and focusing on the disco culture of the time. Official Warwick Academy ‘Frisco 77′ trailer: The show will debut with a gala dinner on November 19, 2014, while also showing on November 20, 21, and 22. […]

More than 700 books were removed from Florida school library shelves for the 2023-24 school year, according to the state Department of Education. But the department claims no books are banned.

Pharmacy college job fairs play a critical role in bridging the gap between academia and industry. The fair provides a platform for pharmaceutical companies to communicate their hiring needs directly to students. This

Oswald Chambers sometimes startled audiences with his vigorous thinking and his vivid expression. Even those who disagreed with what he said found his teachings difficult to dismiss and all but impossible to ignore. Often his humor drove home a sensitive point: "Have we ever got into the way of letting God work, or are we so amazingly important that we really wonder in our nerves and ways what the Almighty does before we are up in the morning!" Oswald Chambers was not famous during his lifetime. At the time of his death in 1917 at the age of forty-three, only three books bearing his name had been published. Among a relatively small circle of Christians in Britain and the U.S., Chambers was much appreciated as a teacher of rare insight and expression, but he was not widely known. Chambers was born in Aberdeen, Scotland, in 1874, the youngest son of a Baptist minister. He spent his boyhood years in Perth; then his family moved to London when Oswald was fifteen. Shortly after the move to London, Oswald made his public profession of faith in Christ and became a member of Rye Lane Baptist Church. This marked a period of rapid spiritual growth, along with an intense struggle to find God's will and way for his life. -- A gifted artist and musician, Chambers trained at London's Royal Academy of Art, sensing God's direction to be an ambassador for Christ in the world of art and aesthetics. While studying at the University of Edinburgh (1895-96), he decided, after an agonizing internal battle, to study for the ministry. He left the university and entered Dunoon College, near Glasgow, where he remained as a student, then a tutor for nine years. In 1906 he traveled to the United States, spending six months teaching at God's Bible School in Cincinnati, Ohio. From there, he went to Japan, visiting the Tokyo Bible School, founded by Mr. and Mrs. Charles Cowman. This journey around the world in 1906-1907 marked his transition from Dunoon College to fulltime work with the Pentecostal League of Prayer. During the last decade of his life, Chambers served as: • traveling speaker and representative of the League of Prayer, 1907-10 • principal and main teacher of the Bible Training College, London, 1911-15 • YMCA chaplain to British Commonwealth soldiers in Egypt, 1915-17. He died in Cairo on November 15, 1917, of complications following an emergency appendectomy. The complete story of his life is told in Oswald Chambers: Abandoned to God (1993).

Herzlich willkommen bei der Eitel Academy von Jonathan Eitel– Ihrer Anlaufstelle für eine fundierte und praxisnahe Trading-Ausbildung. | Grünstadt

In the vast realm of digital innovation, where every click and keystroke shapes the landscape, three remarkable individuals stand as beacons of excellence, each wielding their expertise to redefine the boundaries of possibility. We are honored to be able to sit down with the visionaries behind SEOPress, WP Weekly, and WP Academy, Monster's Award Winners, […]

The post Introducing Monster’s Award Winners: SEOPress, WP Weekly, and WP Academy appeared first on MonstersPost.

The good folks from Japanese publishing giants Shueisha Inc have sent us details about My Hero Academia - World Best Hero - Global Character...

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

Academia Adds RSS Feeds to Their Teaching Tool Kit

I have finally come to terms with the fact that I will probably not win an academy award in my lifetime. (I know, sad but true...) So knowing that, I am going to go ahead and make my speech now...

Venue announces it will be back open for business from mid April!

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.


1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

Academia has embraced RSS as a means to educate, but scrutinizing how educational institutions are using RSS feeds in their daily routines show RSS is utilized can vary across different industries.

1. Share Resources
Academics are using social bookmarking websites to share quality websites that relate to their area of expertise with colleagues and students.

Academia Adds RSS Feeds to Their Teaching Tool Kit

In this episode, Fr. Anthony interviews Fr. John Peck, the Dean of Great Marty Euphemia Orthodox Theological Academy. Fr. John shares his assessment of the biggest challenges Orthodox parishes face in America and the ways that this new academy seeks to help them face them. The academy is not designed to replace seminary education or compete with traditional Orthodox seminaries. Rather, it is designed to fill a real need Fr. John and other priests have found in their ministries: the equipping of the saints for ministry.

Bobby Maddex interviews Fr. David Wey and Dean Theodore Nottingham of the Hagia Sophia Classical Academy, located in Indianapolis, Indiana.

Bobby Maddex interviews Joelle Hodge, the principal of St. Raphael School and Schole Academy, about a new partnership between St. Raphael School and Ancient Faith Radio that will result in a webinar speaker series.

Bobby Maddex interviews Mat. Elizabeth Philo and Fr. Matthew Harrington, two of the individuals behind the St. Macrina Orthodox Academy, located in the Tri-Cities area of Washington state.

Bobby Maddex interview with Ann Van Fossen, the Chief Academic Officer for the Classical Learning Resourse Centre, also known as the CLRC, as well as, two of her teachers at the centre; John Bassett and Michelle Wib Band. To learn more about the CLRC please go to; clrconline.com. email @ info@clrconline.com Also the CLRC is offering a discount code until August 3,2023 which is AFR10

Bobby Maddex interviews Dr. Joylynn Blake, director at St. Raphael School and Presbytera Maria Koulianos,SRS Principal Tutoring Center CSLD Manager. To learn more about the St. Raphael and Schole Academies please visit ; https://raphaelschool.org and https://scholeacademy.com

Bobby Maddex, Director of Digital Media for Ancient Faith Ministries interviews Zachary Waltz, the headmaster of Hagia Sophia Orthodox Classical Academy located in Indianapolis, Indiana. As well as Fr. David Wey, the rector of the Academy. Please visit https://www.hagiasophiaclassical.com for more information about the academy

Burnley appoint Salford City director of football Chris Casper as their academy manager.

BBC Radio Bristol's Sound of the City looks back at Bristol Academy's win against Barcelona in the Champions League in 2014.

Si utilizás el buscador Google Chrome podés encontrar herramientas de mucho provecho. Acabo de toparme con la extensión en línea de Academic Earth, que ofrece el acceso gratuito a videos de los cursos y conferencias de las universidades más destacadas de Estados Unidos y en las materias más diversas. ENJOY KNOWLEDGE!

At present, there is a need for an authentic and fast approach to certificate verification. Which verifies and authenticates the certificates to reduce the extent of duplicity and time. An academic certificate is significant for students, the government, universities, and employers. Academic credentials play a vital role in the career of students. A few people manipulate academic documents for their benefit. There are cases identified where people produced fake academic certificates for jobs or higher education admission. Various research works are developing a secure model to verify genuine academic credentials. This research article proposed a new security model which contains several security algorithms such as timestamps, hash function, digital signature, steganography, and blockchain. The proposed model issues secure digital academic certificates. It enhanced security measures and automated educational certificate verification using blockchain technology. The advantages of the proposed model are automated, cost-effective, secured, traceable, accurate, and time-saving.

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

Pandemic has compelled the entire world to change their way of life and work. To control the infection rate, academic institutes deliver education online similarly. At least one smartphone is available in every home, and students use their smartphones to attend class. The study investigates the link between smartphone usage (SU) and academic performance (AP) during the pandemic. 490 data were obtained from various institutions and undergraduate students using stratified random sampling. These components were identified using factor analysis and descriptive methods, while the relationship of SU and AP based on gender classification was tested using Smart-PLS-SEM. The findings show that SU has a substantial relationship with academic success, whether done in class or outside of it. Even yet, the study found that SU and AP significantly impact both male and female students. Furthermore, the research focuses on SU outside and within the classroom to improve students' AP.

Work-life balance (WLB) is a widely explored topic in the academic discourse. The researchers are trying to find strategies to effectively balance their work and home responsibilities for women in management. This study aims to analyse how gender roles and inequalities shape the strategies of female academics in higher education institutions. Eighteen faculty members participated in the semi-structured interviews. The trustworthiness of qualitative inquiry was ascertained by using triangulation, thick descriptions, and peer reviews. Three major themes emerged from the analysis: emotional, religious and social strategies. Despite available support, faculty noted challenges in managing work and family roles and fighting with gender stereotypes. This research adds to the emerging concept of WLB literature from the developed countries' viewpoint. It also shows how WLB discourse varies from Western sensibilities and collaborates with the previously established strategies that female academics formulate in WLB.

Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future Research: Increase the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

Aim/Purpose: One of the main objectives of higher education institutions is to provide a high-quality education to their students and reduce dropout rates. This can be achieved by predicting students’ academic achievement early using Educational Data Mining (EDM). This study aims to predict students’ final grades and identify honorary students at an early stage. Background: EDM research has emerged as an exciting research area, which can unfold valuable knowledge from educational databases for many purposes, such as identifying the dropouts and students who need special attention and discovering honorary students for allocating scholarships. Methodology: In this work, we have collected 300 undergraduate students’ records from three departments of a Computer and Information Science College at a university located in Saudi Arabia. We compared the performance of six data mining methods in predicting academic achievement. Those methods are C4.5, Simple CART, LADTree, Naïve Bayes, Bayes Net with ADTree, and Random Forest. Contribution: We tested the significance of correlation attribute predictors using four different methods. We found 9 out of 18 proposed features with a significant correlation for predicting students’ academic achievement after their 4th semester. Those features are student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses, i.e., database fundamentals, programming language (1), and computer network fundamentals. Findings: The empirical results show the following: (i) the main features that can predict students’ academic achievement are the student GPA during the first four semesters, the number of failed courses during the first four semesters, and the grades of three core courses; (ii) Naïve Bayes classifier performed better than Tree-based Models in predicting students’ academic achievement in general, however, Random Forest outperformed Naïve Bayes in predicting honorary students; (iii) English language skills do not play an essential role in students’ success at the college of Computer and Information Sciences; and (iv) studying an orientation year does not contribute to students’ success. Recommendations for Practitioners: We would recommend instructors to consider using EDM in predicting students’ academic achievement and benefit from that in customizing students’ learning experience based on their different needs. Recommendation for Researchers: We would highly endorse that researchers apply more EDM studies across various universities and compare between them. For example, future research could investigate the effects of offering tutoring sessions for students who fail core courses in their first semesters, examine the role of language skills in social science programs, and examine the role of the orientation year in other programs. Impact on Society: The prediction of academic performance can help both teachers and students in many ways. It also enables the early discovery of honorary students. Thus, well-deserved opportunities can be offered; for example, scholarships, internships, and workshops. It can also help identify students who require special attention to take an appropriate intervention at the earliest stage possible. Moreover, instructors can be aware of each student’s capability and customize the teaching tasks based on students’ needs. Future Research: For future work, the experiment can be repeated with a larger dataset. It could also be extended with more distinctive attributes to reach more accurate results that are useful for improving the students’ learning outcomes. Moreover, experiments could be done using other data mining algorithms to get a broader approach and more valuable and accurate outputs.

Aim/Purpose: The goal of the study was to examine the perceptions of senior academic staff who also serve as policymakers in Israeli colleges of education, regarding the integration of technology in teacher education, and the shift to online learning during the Covid-19 pandemic. There is little research on this issue and consequently, the aim of the present study is to fill this lacuna. Background: In Israel, senior academic staff in colleges of education play a particularly important role in formulating institutional policies and vision regarding the training of preservice teachers. They fulfil administrative functions, teach, and engage in research as part of their academic position. During the Covid-19, they led the shift to online learning. However, there is little research on their perceptions of technology integration in teacher education in general, and during the Covid-19, in particular. Methodology: This qualitative study conducted semi-structured interviews with 25 senior academic staff from 13 academic colleges of education in Israel. Contribution: The study has practical implications for the implementation of technology in teacher education, suggesting the importance of establishing open discourse and collaboration between college stakeholders to enable enactment of a vision for equity-that allows programs to move swiftly from crisis-management to innovation and transformation during the Covid-19 pandemic. Findings: The findings obtained from content analysis of the interviews reveals a central concept: “On both sides of the divide”, and points of intersection in the perceptions of the senior academic staff. The central concept encompassed three themes: (1) centralization - between top-down and bottom-up policies, (2) between innovation and conservation, and (3) between crisis and growth. The findings indicate that in times of crisis, the polarity surrounding issues essential to the organisation’s operation is reduced, and a blend is formed to create a new reality in which the various dichotomies merge. Recommendations for Practitioners: The study has practical implications for the scope of discussions on the implementation of technology in teacher education (formulating a vision and policies, and their translation into practice), suggesting that such discussions should consider the perceptions of policymakers. Recommendation for Researchers: The findings reflect the challenges faced by senior academic staff at colleges of education that reflect the ongoing attempts to negotiate and reconcile different concerns. Impact on Society: The findings have implications for colleges of education that are responsible for pre-service teachers' teaching practices. Future Research: An enacted vision for equity-based educator preparation that allows programs to move swiftly from crisis-management to innovation and transformation. Future research might reveal a more complete picture by investigating a broader spectrum of stakeholders both in Israel and elsewhere. Hence, future research should examine the power relations between senior college staff and external bodies such as the Higher Education Council (which determines higher education policies in Israel).

Aim/Purpose: This mixed-methods study aims to examine factors influencing academicians’ intentions to continue using AI-based chatbots by integrating the Task-Technology Fit (TTF) model and social network characteristics. Background: AI-powered chatbots are gaining popularity across industries, including academia. However, empirical research on academicians’ adoption behavior is limited. This study proposes an integrated model incorporating TTF factors and social network characteristics like density, homophily, and connectedness to understand academics’ continuance intentions. Methodology: A qualitative study involving 31 interviews of academics from India examined attitudes and the potential role of social network characteristics like density, homophily, and connectedness in adoption. Results showed positive sentiment towards chatbots and themes on how peer groups accelerate diffusion. In the second phase, a survey of 448 faculty members from prominent Indian universities was conducted to test the proposed research model. Contribution: The study proposes and validates an integrated model of TTF and social network factors that influence academics’ continued usage intentions toward AI chatbots. It highlights the nuanced role of peer networks in shaping adoption. Findings: Task and technology characteristics positively affected academics’ intentions to continue AI chatbot usage. Among network factors, density showed the strongest effect on TTF and perceived usefulness, while homophily and connectedness had partial effects. The study provides insights into designing appropriate AI tools for the academic context. Recommendations for Practitioners: AI chatbot designers should focus on aligning features to academics’ task needs and preferences. Compatibility with academic work culture is critical. Given peer network influences, training and demonstrations to user groups can enhance adoption. Platforms should have capabilities for collaborative use. Targeted messaging customized to disciplines can resonate better with academic subgroups. Multidisciplinary influencers should be engaged. Concerns like plagiarism risks, privacy, and job impacts should be transparently addressed. Recommendation for Researchers: More studies are needed across academic subfields to understand nuanced requirements and barriers. Further studies are recommended to investigate differences across disciplines and demographics, relative effects of specific network factors like size, proximity, and frequency of interaction, the role of academic leadership and institutional policies in enabling chatbot adoption, and how AI training biases impact usefulness perceptions and ethical issues. Impact on Society: Increased productivity in academia through the appropriate and ethical use of AI can enhance quality, access, and equity in education. AI can assist in mundane tasks, freeing academics’ time for higher-order objectives like critical thinking development. Responsible AI design and policies considering socio-cultural aspects will benefit sustainable growth. With careful implementation, it can make positive impacts on student engagement, learning support, and research efficiency. Future Research: Conduct longitudinal studies to examine the long-term impacts of AI chatbot usage in academia. Track usage behaviors over time as familiarity develops. Investigate differences across academic disciplines and roles. Requirements may vary for humanities versus STEM faculty or undergraduate versus graduate students. Assess user trust in AI and how it evolves with repeated usage, and examine trust-building strategies. Develop frameworks to assess pedagogical effectiveness and ethical risks of conversational agents in academic contexts.

In the perspective of institutional theory, business education is an institutional field, in which two major institutional forces are accreditations and rankings. In this context, French business schools (BS) have adopted an isomorphic response by starting to engage in research and publishing in academic journals. Studies have discussed their research as a new institutional trajectory. However, what remains unknown is how they differ from each other in such research dynamics. To bring new insights to the discussion, this quantitative study examines, over the period of 2008-2018, the evolution of research of French BS by systematically comparing the 'best' schools with other schools in all analyses. The results indicate a strong isomorphism in terms of publication quantity and productivity, scale of research collaboration and the internationalisation of research. However, these schools are heterogeneous in terms research quality and scale of international research collaboration, reflecting the diversity in their research strategy.

Aim/Purpose. This paper aims to answer the research question, “What are the development phases of the academic discipline of information technology in the United States?” This is important to understand the reason for the growing talent gap in the information technology (IT) industry by reviewing the evolution of information technology across time, how the discipline was formed, evolved, and gained independence from other information and computing disciplines. Background. The COVID-19 pandemic has increased the shortage of IT professionals in the workplace. The root reason for this talent shortage requires understanding from both industry and academic perspectives in order to implement effective initiatives to prepare, recruit, and retain diverse IT professionals at an early stage. Methodology. This paper used a systematic literature review methodology and retrieved 143 primary studies from the ACM and IEEE Xplore digital libraries to review the development phases of the IT discipline as a contributing factor in understanding why, when, and how the population of professionals in IT and other relevant computing disciplines has changed and continues to fluctuate. Thematic analysis was applied to the abstracts of the primary studies, which spanned the period of 1982 to 2021. Contribution. This paper contributes to the understanding of the discipline of IT in the US and contributes foundations to researchers and educators who are working on strategies to fill the talent gap. Findings. Based on the thematic analysis in this paper, the academic discipline of IT has evolved over four phases across a timeline from 1982 to 2021. These phases were: Phase 1 (1982-1991) – Advent of Information Technology; Phase 2 (1992-2001) – Industry IT & DevOps; Phase 3 (2002-2011) – Information Technology and Management in Evolving Industry, Academia, and Research Areas; and Phase 4 (2011-2021) – Information Technology Research & Education. Recommendations for Practitioners. IT occupies an independent disciplinary space from computer science, computer engineering, and information systems. The paper suggests that practitioners seeking to fill the talent gap in IT invest in enabling its academic programs. Recommendations for Researchers. The depth of the IT disciplinary space and its continued evolution over time is ready for exploration. Continued research in this area may yield a better understanding of its role in society, the skills needed to succeed, and how to build programs to empower students with these skills. Impact on Society. Examining the discipline of IT and understanding its independence and interrelated connection with other computing disciplines will help address the shortfalls in academia across the nation by identifying the distinction between each discipline and creating comprehensive programs, degrees, and curricula suitable for various students and professionals across all educational levels. Future Research. Future research will integrate papers’ introductions and conclusions in addition to abstracts, increase the number of databases and reviewers, as well as incorporate papers that focus on other information and computing disciplines such as computer science and information systems to explore the possibility that IT as a discipline was initially practiced in an existing information or computing discipline before it gained independence.