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In business higher education, developing critical thinking skills has been a longstanding objective, yet many educators find it difficult to achieve. With the recent public availability of ChatGPT and other generative AI tools, this challenge has taken on new dimensions. How should we approach the concept of critical thinking in the age of generative AI tools, and can these tools be effectively used to develop students' critical thinking skills?

The purpose of this paper is to present an innovative instructional practice, specifically a workshop, aimed at developing students' critical thinking skills through the utilization of ChatGPT. Furthermore, the paper aims to reflect on the outcomes of this practice and provide inspiration and practical recommendations for other higher education instructors. 

The workshop, conducted within the Business Studies Master programme at Dalarna University, Sweden, sought to enhance students' understanding of generative AI tools while fostering critical thinking and analysis. Through collaborative group work, students, ranging from complete beginners to proficient users of generative AI, engaged in writing seminar papers using ChatGPT. This experiential learning facilitated constructive discussions on the potential and limitations of ChatGPT in academic settings, resulting in the acquisition of fundamental knowledge about generative AI tools. Interestingly, even experienced users reported gaining new insights, particularly concerning ethical considerations in ChatGPT usage.

The workshop's impact transcended immediate outcomes, as students exhibited greater responsibility in utilizing ChatGPT for academic purposes in following programme courses. The paper provides practice-based recommendations for implementing similar workshops and highlight key insights gathered from student experiences.

The popularity of hybrid teaching, which blends on-campus and online instruction to cater to students both physically present and engaged remotely, has surged in response to the COVID 19 pandemic. Students, having adapted to online learning during the pandemic, now desire the flexibility it offers. As educational institutions transition back to on-campus education, students continue to advocate for online study options. Recent research studies highlight the growing prevalence of hybrid teaching. Thus, this paper aims to present current research insights into hybrid teaching in higher education and pinpoint areas for future research.

The paper begins by identifying the key themes addressed in articles on hybrid education/teaching published between 2018 and 2024, systematically gathered from the Scopus and Web of Science databases. Following this, a discussion is conducted on the advantages and disadvantages of hybrid teaching. Among the benefits identified are enhanced accessibility and inclusion, increased student attendance, improved quality of students’ life, health safety, lower costs for commuting, individualized learning, or attracting new students’ groups.

Conversely, studies also highlight various pedagogical, social, and technological challenges associated with hybrid teaching. Teachers face heavy workloads due to the need of course redesign, and higher cognitive load when managing hybrid classes. Furthermore, challenges encompass communication hurdles, difficulties in monitoring student progress, as well as potential unfamiliarity with interactive teaching designs. Challenges further include technical difficulties arising from poor infrastructure or technical problems, as well as issues of data privacy and surveillance. Students also encounter difficulties, such as reduced interactions, altered social dynamics, a diminished sense of belonging and motivation. Online-only students are particularly at risk of disengagement, leading to feelings of isolation and impeding the development of essential soft skills. Challenges related to equitability and parity of experience between on-campus and online students can affect relationship building and social cohesion within the cohort.

Based on the analysis of previous research findings, the paper concludes by identifying areas for future research in the field of hybrid teaching. These include explorations into online students' sense of belonging, the social dynamics and performance comparison between online and on campus students in hybrid learning environments, and the identification of specific teaching and learning activities where hybrid teaching is most effective or less beneficial. Additionally, there is a need to address questions related to equity and parity in student experiences in hybrid education, considering who benefits and who may face disadvantages. Furthermore, future research is recommended to delve into the assessment of audio quality, acoustic testing, and the evaluation of spatial impacts on the learning environment in the hybrid settings, as well as to examine more thoroughly ethical considerations related to students' privacy, surveillance, and data usage.

The paper examines the implementation of hybrid work arrangements (HWAs) in response to the covid-19 pandemic. It reflects upon the hybrid work phenomenon across various organisational and sectoral contexts and identifies areas for future research through a literature review and two pilot studies in Sweden. HWAs offer job quality benefits such as increased autonomy in terms of flexibility (i.e. in how, when, and where work is done) and improved work-life balance. However, hybrid workers also experience higher workloads and challenges in maintaining work-life boundaries. In the case of non-hybrid workers (i.e. workers who work exclusively on-site), previous research and our interviews point to almost exclusively negative effects: for instance, increased workloads due to difficulties in collaborating with hybrid colleagues, reduced autonomy, and worsened work-life balance. 

The purpose of the paper is to discuss hybrid work arrangements in relation to job quality across various sectors and organisational contexts. Moreover, as part of the process of designing an interdisciplinary HWA-research project in Sweden, between business administration and work science at Dalarna University, the paper also wants to discuss identified areas for future research and also the research project outlined in this paper.

Syftet med workshopen är att öppna upp för idé- och erfarenhetsutbyte gällande digitalisering och dess verksamhetsspecifika möjligheter, begränsningar och (etiska) konsekvenser kopplat till företagsekonomisk utbildning och forskning. Vi vill även bidra till nätverksskapande för forskare och lärare som intresserar sig för denna kunskapsutveckling och hur den påverkar framtidens företagsekonomiska utbildning.Vi inleder workshoppen med en kort presentation av våra påbörjade forskningsaktiviteter inom bl a HR-analytics, e-ledarskap, projektledning kopplat till digitalisering av produktionssystem och Business Intelligence samt hur dessa kunskaper kan inkluderas i våra kurser. Därefter öppnar vi upp för smågruppsdiskussioner med dessa frågeställningar: - Vilka forskningsfrågor inom digitalisering och dess verksamhetsspecifika möjligheter, begränsningar och (etiska) konsekvenser är ni intresserad av? Vilka teorier och metoder används (planerar att användas)? - Hur jobbar ni (vill ni jobba) med utveckling av digitaliseringskompetens som kunskaps- och färdighetsområde i era utbildningar?Deltagarna kommer under smågruppdiskussioner kunna föra anteckningar via onlineverktyg (Padlet), vilka sedan används för sammanfattning och erfarenhetsutbyte mellan grupperna i slutet av workshopen. Möjligt att ansluta eller lämna i samband med pausen. Svenska och engelska mixas.

Research on the flipped classroom in business courses suggests that this approach can increase student involvement, task orientation and innovation as well as motivation and engagement. Even though research findings regarding impact on student grades differ, the overall outcomes of flipped classroom teaching seem to be encouraging. However, to reach these positive outcomes the flipped classroom needs to be carefully thought through and implemented.

Based on previous research findings and author’s personal experience of implementing the flipped classroom design in two business administration and management courses at Dalarna University in Sweden, this chapter presents some key thoughts to be considered when flipping the classes and provides some empirical examples of flipped classroom implementation.

In conclusion, the chapter suggests a) not covering everything in videos, but rather stimulate students’ curiosity for reading and participating in classes, b) considering carefully what shall be done prior the class and what can be done during the class, c) using the information from students’ pre-class activities to customize in-class activities, d) creating incentives for students’ participation in classes as participation seems to be important for development of higher level cognitive skills (applying, analysing, evaluating) which are the key skills of all business graduates.

Příspěvek prezentuje příklady dobré praxe při implementaci převrácené výuky v kurzech podnikové ekonomiky a managementu na základě předchozích výzkumných studií a osobní zkušenosti z kurzů Teorie organizace (bakalářský stupeň) a Znalostní management (magisterský stupeň) a diskutuje některé výzvy a dilemata, která je třeba zvážit před zavedením tohoto pedagogického přístupu. Klíčovými závěry jsou: a) Video-přednášky by měly podněcovat zvídavost studentů ke čtení a účasti na interaktivních lekcích, nikoliv pokrývat vše, co je prezentováno v literatuře. b) Je nutné pečlivě zvážit, co si musí student připravit předem a co lze udělat během vyučování, protože příliš mnoho úkolů snižuje ochotu studentů připravit se a přijít na vyučování. c) Je vhodné využívat informace z předvýukových domácích aktivit (cvičení, on-line testy, diskuzní fóra, statistiky sledování videí atd.) k přizpůsobení aktivit ve třídě. d) Je žádoucí stimulovat studenty k účasti ve výuce, která je důležitá pro rozvoj kognitivních dovedností vyšší úrovně (aplikace, analýza a hodnocení).

King (1993) in her often-cited work “From sage on the stage to guide on the side” describes the shift from the traditional classroom where professors lecture and students listen and take notes, towards classrooms where students are actively involved in processing information and relating it to their previous experience and knowledge and making sense of it. Students get involved and use their higher-level cognitive skills to analyze, synthesize and evaluate the information received rather than passively receiving and memorizing it. As emphasized by many authors, students’ active participation and engagement is critical for their deep learning and understanding.

The aim of this paper is to present several practical examples involving students in classes in Business Administration and Management, such as think-pair-share, experimental exercises, “send‑problem” exercises, gapped outlines of lectures, learning by teaching, but also an example of how to get students engaged in improving courses via the structured group feedback method.