Dr. Jack McGourty

What is your Relationship with AI? The Snyder Innovation Management Center at the #WhitmanSchool at Syracuse University thanks Dr. Aric Rindfleisch, who asked the 2024 PDMA - Product Development and Management Association doctoral consortium participants to reflect on their “relationship with AI.” He noted that in the current “knowledge economy,” AI is a tool that can enhance “how” we study by enabling a transition from knowledge creation to knowledge curation. To learn more, visit: https://buff.ly/4dt0JDz #Snydercenter #PDMA #JPIM #SyracuseU #Innovation #AI #knowledgeeconomy #syracuseuniversity

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"We’ve seen many course syllabi that ban AI outright, equating its use with plagiarism. AI can do much more than simply giving us students the answer." CARADITE's two undergraduate research assistants—Emma Ren and Barron Brothers—recently attended Duke Learning Innovation & Lifetime Education's second annual Emerging Pedagogies Summit. As the only undergrads at the Summit, they "found the discussions insightful and practical for bridging the gap between traditional educational practices and AI-driven learning tools." In this blog post, Emma and Barron reflect on their participation in a Summit workshop focused on GPTs. They also share related thoughts about how they believe university instructors should make thoughtful use of these technologies in support of student learning. There's a lot of wisdom here: "While AI can handle certain repetitive tasks, personal connections between students and educators remain essential for fostering skills like empathy and collaboration. Essentially, AI is a tool to enhance—not replace—human relationships." It's been a pleasure learning alongside Emma and Barron this semester, I hope you enjoy their blog post: https://lnkd.in/gW6cvZix #HigherEducation #GenerativeAI #AI

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Here are the five lessons from Gurobi Optimization's panel on Academics Changing the World: 1. There are plenty of interesting non-profit or public sector problems. (Julie Aho, CSCP.. this is a point you've made-- I let my students know that you said this!) 2. The diet problem has interesting applications! 3. “Get data without being annoying” 4. Visualization and user interaction with the solution is important. 5. Get data from all stakeholders, not just the dominant voices. See the article for more details, including a link to a great INFORMS Edelman Prize winner: the UN World Food Programme. Thanks to Duke Perrucci for hosting. And, thanks to Karen Smilowitz, Ozlem Ergun, and Dick den Hertog for the great insights.

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"Happy to share publication of a research paper" Scholars have long grappled with the intricate nature of organizations, proposing diverse theoretical perspectives. Some interpret organizations as functionally rational but technically constrained systems, while others regard them as socially constructed entities embodying individual actions and collective meanings. Organizational survival is often viewed through two contrasting lenses: the ability to adapt to complex environmental constraints or the capacity to shape environments through strategic, voluntaristic choices. These dualities present unresolved challenges for scholars of organizational theory. In practice, organizational theory is marked by a plethora of constructs aimed at understanding organizational forms. These constructs are frequently mapped along two critical dimensions: the firm-environment interaction (ranging from determinism to voluntarism) and the level of aggregation (spanning from individual firms to entire populations). While strategy theorists typically favor a unitary level of analysis focusing on firms, economic historians, sociologists, and organizational ecologists tend to adopt a more aggregate perspective, analyzing organizational populations. This raises a compelling question: Could the concept of a business ecosystem serve as an integrative construct to bridge these theoretical divides? By employing a business ecosystem lens, we can potentially reconcile these fragmented perspectives and offer a holistic framework for analyzing organizational forms. In our recent work, my esteemed co-authors and I propose an "Omni-perspective" to advance this integrative approach. By treating organizations as interconnected entities within a dynamic ecosystem, we aim to address the pluralism inherent in organizational theory and chart a path forward for future research. For those interested in delving deeper, I invite you to explore our paper: Singh, A. K., Chauhan, R., & Dhingra, T. (2024). Engaging firms and populations in ecosystem web: Deploying a multi-paradigmatic construct to resolve pluralism in organizational theory. International Studies of Management & Organization. https://lnkd.in/gu7s8BkP A heartfelt thanks to my co-authors for their unwavering dedication to this intellectually stimulating research stream. Together, we hope to set the stage for a new research agenda that bridges past insights with future possibilities. Dr. Anil Singh Prof (Dr.) Rajneesh Chauhan

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The 2024 Stanford AI Index Report provides several key insights that are particularly relevant for #HigherEducation. Some notable insights for #educators are: 🧑🏽‍💻 Personalized Learning: AI technologies are enhancing personalized learning experiences by enabling more tailored educational content and adaptive learning pathways for students. This can lead to more effective learning outcomes through increased involvement and interaction with curricula. 💻 EdTech + AI: There is increasing integration of AI in the development of educational tools that can assist in areas such as grading, feedback, and even in creating interactive and immersive learning environments. This can reduce administrative burdens on educators and allow them to focus more on teaching and less on logistics - something we're focussing on at CARTEDO 📑 Curriculum Evolution: As AI continues to permeate various sectors, there's a growing need for curricula (in all disciplines) that not only include AI and its applications but also address the ethical, social, and practical implications of AI. This might involve introducing new courses and updating existing ones to better prepare students for an AI-integrated world. 📚 Research and Collaboration: AI is playing a significant role in research, providing tools that can handle large data sets, perform complex calculations, and simulate advanced scenarios. This can enhance research capabilities in higher education and foster collaborations across disciplines that were previously challenging due to data or computational constraints - Great news for innovation as this often happens at the intersection of disciplines. 📒 Ethics and Policy Education: With the increasing deployment of AI, educators have a crucial role in guiding discussions about AI ethics and policies. This involves training students to think critically about the ethical implications of AI technologies, privacy concerns, and the broader impact of AI on society. These developments suggest a shift towards more integrated, interactive, and personalized educational environments in higher education, driven by advancements in AI technology. Educators will likely see their roles evolving to include not only imparting knowledge but also curating AI-driven learning experiences and leading ethical discussions in their fields. For a deeper understanding of these developments, access the full report here: https://lnkd.in/d7Yp7gGg Produced by: Stanford Institute for Human-Centered Artificial Intelligence (HAI) AI Index #education #EdTech #PedTech

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🔺 Strategy and research group Ithaka S+R just published a report "Generative AI and Postsecondary Instructional Practices" authored by Dylan Ruediger, Melissa Blankstein and Sage Love. The comprehensive 33-page report investigates the current state of GenAI adoption in US higher education.   I find the insights both illuminating and concerning, particularly the slow and uneven integration of these transformative tools.   ☝🏾 The report reveals that while 72% of faculty have experimented with AI tools, only 11% have successfully integrated them into teaching. Furthermore, older faculty members struggle with confidence in AI’s pedagogical value, limiting broader adoption.   🤟🏾 A particularly troubling statistic is that 64% of faculty believe AI enhances student learning, yet only 36% are prepared to incorporate it into their courses. Only 20% of institutions provide substantial support for AI adoption, such as workshops and training sessions.   🖖🏾 The report highlights that only 14% of faculty feel very confident in their ability to use AI tools effectively in their teaching. This lack of confidence is a major hurdle that needs to be overcome through robust professional development programs.   Moreover, there is a clear demand for resources. Faculty members need access to AI tools, training materials, and dedicated support to explore and implement AI in their teaching. Without these resources, the adoption of AI will remain limited and uneven.   🥸 A notable finding from the report details how faculty encourage or allow students to use generative AI in their courses. The data reveals:   4️⃣2️⃣% of faculty PROHIBIT students’ use of generative AI in their courses 3️⃣7️⃣% allow its use ONLY for brainstorming ideas. 2️⃣3️⃣% permit its use for drafting and editing written assignments. 2️⃣3️⃣% encourage creating outlines with AI assistance. 2️⃣1️⃣% support using AI as a study guide 1️⃣7️⃣% approve of AI for conducting research, such as discovering and summarizing content or generating research questions 1️⃣2️⃣% (sic!) enable students to create images, music, or visualizations using AI 7️⃣% incorporate AI in language instruction It is very hard to believe but only 6️⃣% allow AI for writing code   This reluctance to embrace AI is a major obstacle that needs addressing. It suggests a need for more comprehensive education on the potential benefits and ethical use of AI in academic settings.   To move forward, institutions must adopt a proactive approach. This includes investing in professional development, creating supportive infrastructures, and fostering a culture of innovation. Collaboration between educators, AI experts, and policymakers is essential to develop comprehensive strategies for AI integration.   #GenerativeAI #HigherEducation #EdTech #AIinEducation #FutureOfLearning

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On positivist case studies. Someone asked me for an illustration of a positivist case study at a workshop this past week. I think Suprateek Sarker (current EIC of Information Systems Research - An INFORMS Journal) and Allen Lee (past EIC of MIS Quarterly) provide a helpful exemplar in their paper "Using A Positivist Case Research Methodology To Test Three Competing Theories-In-Use Of Business Process Redesign." While the paper dates to the early 2000s, it provides a useful illustration of how to apply qualitative methods to probe a positivist set of thoughts. Check it out: https://lnkd.in/eTC5gf32 Citation: Sarker, Suprateek and Lee, Allen S. (2002) "Using A Positivist Case Research Methodology To Test Three Competing Theories-In-Use Of Business Process Redesign," Journal of the Association for Information Systems, 2(1), . DOI: 10.17705/1jais.00019 Abstract We test three practitioner theories-in-use of business process redesign derived from the business process reengineering (BPR) literature using a positivist case study of a U.S. company that undertook BPR. The evidence refutes the dominant technocentric theory-in-use that gives a determining role to IT in achieving effective business process redesign. The evidence also refutes an alternative sociocentric view--one that gives a determining role to just the social/human aspects in achieving effective business process redesign. Instead, the study provides support for the sociotechnical theory-in-use. For critical researchers and skeptical practitioners, the overarching lesson of our case study is that business process redesign is but the latest arena in which researchers and practitioners are relearning old lessons by repeating the past mistake of adopting a technocentric approach and sociocentric approach to designing and managing organizations. The future direction we suggest for researchers and practitioners interested in areas such as BPR, ERP, and e-commerce implementation, all of which involve business process redesign, is to adopt, from the beginning, an orientation that is not just technocentric or sociocentric, but gives equal consideration to the technical and social dimensions, and the interactions between the social and the technological. #qualitativeresearch #positivist #researchmethods

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AI in Education Research: Are We Asking the Right Questions? A recent preprint titled "Generative AI Can Harm Learning" has attracted significant attention in education and technology circles. The study, conducted by researchers from the University of Pennsylvania, examines the impact of GPT-4 based AI tutors on high school students' math performance. While the research is well-designed and executed, its premise and conclusions deserve closer scrutiny... https://lnkd.in/giKbyuub

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As the #ICIS2024 deadline approaches, I thought sharing an IS Classic on Information Systems as a reference discipline + the MISQ Insider interview with Richard Baskerville and Michael Myers felt about right. The article: https://lnkd.in/eE27nA43 The insider interview: https://lnkd.in/epE6wrhT The citation: Baskerville, R. L., & Myers, M. D. (2002). Information systems as a reference discipline. MIS Quarterly, 1-14. The abstract: The conventional wisdom amongst information systems (IS) researchers is that information systems is an applied discipline drawing upon other, more fundamental, reference disciplines. These reference disciplines are seen as having foundational value for IS. We believe that it is time to question the conventional wisdom. We agree that many disciplines are relevant for IS researchers, but we suggest a re-think of the idea of “reference disciplines” for IS. In a sense, IS has come of age. Perhaps the time has come for IS to become a reference discipline for others. #misq #bangkok2024 #ais

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Selecting a new SIS has several dimensions...

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We need to keep questioning the use of AI in all aspect of #HigherEd in #research and #teaching and #learning. Here @Andrew L. Gillen notes four key aspects to keep in mind when using AI in qualitative research. What else can we add to this list?: "1. The researcher is just as important as the research. 2. AI is not neutral. 3. Adoption of AI tools can have a negative impact on the training of new researchers. 4. Unlike a human researcher, AI can’t safeguard our data." #ResearchMatters #EquityandInclusion #EducationalLeadership #TransformativeLeadership #Ethics

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Learning about Carolina AI Data Literacy Modules. These are free to add to Canvas. https://lnkd.in/gRfQxAE5

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"The program, called “AI-Enhanced Pedagogy: Exploring Generative AI as a Collaborative Partner,” includes seven “events,” each with a different activity or project. According to the program’s website, participants will use “at least” 3 generative AI tools, review and revise a course or teaching approach, and create a video that can be distributed to students that explains their instructional philosophy concerning generative AI."

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In recent years, I’ve noticed a recurring pattern—government agencies and academia higher-ups often rush to force practical academicians to jump on the latest tech trends without fully understanding the complete scenario. The priority seems to be more about publicizing that they were “first” rather than making informed, strategic decisions. This puts immense pressure on academic professionals, who are tasked with evaluating these trends and navigating the hype responsibly, all while ensuring they make the right decisions for long-term outcomes. In my latest video, I discuss three major tech trends that followed this exact trajectory—initially hyped, only to fade away in recent years: 1. The Metaverse 2. NFTs (Non-Fungible Tokens) 3. Blockchain Beyond Cryptocurrency These trends once dominated headlines, but they’ve since cooled down, leaving behind lessons in how we should approach emerging technologies with more caution and critical thinking. Let’s dive into why these trends lost their momentum and what it means for the future of innovation. #TechTrends #Metaverse #NFTs #Blockchain #Innovation #Academia #Government #DecisionMaking

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"Ott's Product Management class at CMU-SV is structured to give students a holistic understanding of the product lifecycle. The course emphasizes a balanced approach, ensuring that students not only grasp the theoretical aspects of product management but also gain practical experience. By working on real projects, students are taken through each phase of the product lifecycle, fostering a deep and comprehensive understanding." This excellent article by Utkarsh Khandelwal and Philip Geist gives you a peek at what it is like to take the Product Management course by Adrian C. O. at Carnegie Mellon University - Integrated Innovation Institute. https://lnkd.in/gHDpc8gR

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Us academics, and journal editors, have had frequent conversations lately about the role of AI/LLM in scholarly writing. This article in The Conversation provides some useful perspectives - and it covers issues such as credit for the writing/ideas, bias, hallucination - and of course the challenge of enforcement if any bans are made. And it ends with a good observation that the real goal should be to prevent sloppiness and maintain good quality. Would love to hear all your thoughts on this. https://lnkd.in/gxtfKPub #academia #journals #articles #genAI

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How do children form a close and trusting relationship with a robot? 🤝 🤖 Interesting paper I read today: Child–robot relationship formation: A narrative review of empirical research Authors: Caroline van Straten, Jochen Peter & Rinaldo Kühne Here's a brief summary I wrote: In this review paper, the authors provide a comprehensive overview of the existing literature on the factors associated with child-robot relationship formation. The focus is on two key dimensions: closeness and trust in children’s relationships with social robots. Most of the studies reviewed involved children aged 6 to 12. Regarding robot characteristics, the robot’s responsiveness plays an important role in fostering a sense of closeness. However, no specific robot characteristic appears to strongly predict trust; for instance, embodiment was positively associated with closeness but not with trust. Furthermore, robot responsiveness, tailoring, and embodiment were all linked to enjoyment and engagement—mental states that can lead to closeness and trust. However, these factors did not significantly influence other mental states, such as empathy or anthropomorphism. Interestingly, children reported feeling a sense of closeness to robots that fell somewhere between their feelings toward humans and inanimate objects, yet in some cases, they trusted robots more than humans. Younger children were more likely to enjoy interactions with robots compared to older children. The paper highlights that advanced technology may not be necessary to evoke feelings of closeness in children, as even simple robot features, like a certain level of responsiveness, can foster such connections. On the other hand, further research is needed to better understand the psychological mechanisms through which children develop varying degrees of closeness and trust with robots.

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