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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 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.

There is from a political perspective and need for how to measure effects of training initiatives. Research indicate that this is connected to a diversity of challenges ranging from definitions of training and training initiatives to valid operational measures. As this is a fragmented interdisciplinary research area with on-going discussions in a wide range of journals there is a need to analyze and synthesize previous research - what do we know? 

The purpose of this thesis is to, from a governing perspective, describe and enhance the understanding of the form entrepreneurial learning takes in lower and upper secondary schools’ practice, and its effects in terms of which approaches and practices are strengthened and marginalized. The context of this thesis is the industrial policy work to implement entrepreneurship in the Swedish educational system in 1996–2009. Industrial policy with its objectives concerning more companies and an entrepreneurial citizen is pervaded by expectations of the impacts of entrepreneurship. Discussing entrepreneurial learning as a governing tech­nology, based on Rose's development of Foucault's concept govern­mentality, provides a distance from these expectations and put productive power and complexity into focus. The governing perspective allows for the visualization of how an educational concept in entrepreneurial learning contributes to hierarchies of what is considered valuable but also how the fostering of the entrepreneurial citizen is made possible. I have followed three regional projects aimed at supporting teachers to implement entrepreneurship in their teaching practice. The analysed material includes observations of teacher training in entrepreneurial learning, inter­views with participating teachers and principals, as well as project documents, policy documents and entrepreneurship research. This thesis contributes to 'governing research' which use governmentality to understand entrepreneurship related to education. I show how entrepreneurial learning affects teachers’ subjectivities, how they should be and act, through the production of the entrepreneurial teacher, and what ways to be as a teacher this governing technology marginalizes. I also show how an educational concept in entrepreneurial learning enables governing at a distance by creating links between policy, entrepreneurship research, and teachers. These links contribute to teachers embracing entrepreneurial learning, and thus engaging in the fostering of the entrepreneurial citizen. By making visible the complexity of the entrepreneurial teacher and show the three subjectivities this ‘teacher’ offers: the collaborating, the flexible and the individual forming teacher, and the teachers marginalized: the supporting teacher and the autonomous subject teacher, this thesis contributes to a language to talk about how teachers are governed through entrepreneurial learning and its effects.    

This article pays interest to the intersection between policy and practice when implementing entrepreneurship in the educational system. Taking a point of departure in Mahieu’s (2006) call for knowledge of the interplay between different policy levels and Backström-Widjeskog’s (2010) conclusion about tensions occurring when teachers are introduced to the concept, the intention is to develop knowledge about conflicts and tensions at the intersection between policy and practice. From analysing policy documents and narratives from entrepreneurship education implementation projects during a time when entrepreneurship education started to be promoted in Sweden three figures of thought are found (economic/humanistic, biological/social, and individual/collective) which are proposed to be involved in creating tensions and conflicts in the intersection between policy and practice. Theoretically, these figures of thought can be seen as a contribution to understanding processes in which the concept of entrepreneurship education has deliberately been moved, by way of policy, to the educational practice. Reflecting on these thought figures may enhance teachers’ translation processes when starting to work with entrepreneurship education in practice.

In this article we take our point of departure in the research project ”Entrepreneurship Education 2007” (EDU07)  which focused on the earlier stages of the educational system as well as on what teachers do when they do entrepreneurship education. More specifically, the purpose here is to discuss the method - focus group interviews - applied in this research project and in what way it can, without putting words in the mouths of the respondents, answer the question: What is really being taught in entrepreneurship education? In addition to providing researchers with the research result, it is argued that focus group interviews work as an arena for reflection and action.