Browsing by Author "Scott J"

Now showing 1 - 4 of 4
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    The Future of Work: Artificial Intelligence (AI) in the Workplace. (Report 16). BusinessFirstNZ
    (2023-11-21) Scott J; Macpherson W; Kobayashi K
    This report summarises the fourth BusinessFirstNZ workshop for 2024, and 17th in the series, hosted by the Massey Business School to engage local businesses. The initiative seeks to assist business leaders to highlight business problems and seek practical solutions in their pursuit of business excellence and sustainable competitive advantage. In this half-day workshop, Associate Professor David Brougham from the School of Management gave attendees an overview and update of AI before helping them explore how it can be used in their working and daily lives for greater efficiency, effectiveness, and ultimately productivity. David drew on his expertise and research in the future of work to take participants through an afternoon of considering how emerging technologies might impact their workplace. The focus of the workshop was supporting attendees to think about the challenges and opportunities their business is likely to face in the next ten years, the jobs that might be automated in their industry, and to focus on the future of automation in their line of work. Highlights of the workshop included: • An overview of disruptive technologies, their impact on companies, and understanding the adoption of new ideas, products, and activities • Discussion on the different ways businesses already engage with AI tools, such as ChatGPT • Brainstorming about the ways in which businesses might use AI tools in the future • Implications for businesses as AI tools continue to become more mainstream
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    Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars
    (MDPI (Basel, Switzerland), 2023-12-14) Scott J; Pryce J; Reinke NB; Li D; Shuker M-A; Singleton R; Tsai A; Parkinson AL; Ambler T; Sinnayah P; Lim J; Kramarski B
    n higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.