AUT Business School

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https://hdl.handle.net/10292/1066
The AUT Business School conducts disciplinary research that is at the fore front of international knowledge. Their researchers are recognised experts in their fields and produce research of relevance to their academic and non-academic stakeholders. The AUT Business School has particular research strength in: Accounting, Business Information Systems, Economics, Finance, International Business, Management (including Human Resource Management and Employment Relations), Marketing, Advertising, Retailing and Sales.

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Now showing 1 - 5 of 604
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    Proceedings of the New Zealand Institutional Repository Community Day 2015
    (The University of Canterbury, 2015-09-07)
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    Post RHEL OS Patch Testing - Stage 1 Oct, 24 - - - added on DSpace
    (Taylor and Francis Group, 2022-10-03) Mahli, Rudy
    lk;nmlkwnlnevAFV - ADDED ON DSPACE
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    Understanding AI Literacy for Higher Education Students: Implications for Assessment
    (University of Otago, 2024-09-04) Harris, Geri; Gander, Tim
    The level of AI literacy among New Zealand's learners varies significantly. The use of AI tools in assessments also shows a lack of consistency in ethical and responsible usage. This paper aims to lay the groundwork for understanding AI literacy and the ethical use of AI tools in assessments. The research has practical implications for educators, policymakers, and students. Currently, existing AI literacy frameworks have not been empirically tested, so the true nature of AI literacy in New Zealand is largely unknown. The authors propose a comprehensive study to evaluate and enhance AI literacy among higher education learners using a mixed-methods approach. This includes conducting a survey to assess students' familiarity with AI concepts, practical application skills, and understanding of ethical considerations within assessments. The survey findings are expected to illustrate the impacts of AI technologies on assessment equity, access, and quality. This will contribute to the development of a theory on the effective and ethical use of AI tools in academic assessments.
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    Embracing Generative AI in Higher Education: Navigating the Transition in AUT
    (University of Otago, 2024-09-04) Harris, Geri; Morrow, Jeremy; Williams, Michelle; Griffiths, Chris; Parameswaran, Prabhash
    The emergence of generative artificial intelligence (GenAI) has prompted significant changes in higher education. We are undergoing a profound transformation, prompting universities to reevaluate pedagogical and assessment strategies. In this short paper, we adapt the Kuebler-Ross Five Stages of Grief to reveal how Auckland University of Technology (AUT) recognise GenAI as an indispensable part of modern education. The paper uses empirical accounts from early AI adopters to show that AUT is at a place of acceptance: embracing AI not just as a tool but as a transformative force. AUT educators are adapting to this new technology, despite traditional resistance to change of teaching practices. Accounts of integrating GenAI into learning, teaching and assessment demonstrate that our educators are taking the lead in guiding this transformation. We are not blind to gen AI's flaws which include bias, transparency, and privacy. But we debate, explore and upskill ourselves to address these concerns. Our students keep pushing us forward in this cycle through anger at GenAI’s arrival to acceptance that it is here to stay, and we must continue to find ways to move forward in collaboration with our learners.
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    A Dualistic Approach to Harmonious and Obsessive Passion: The Impact of Game Mechanics on Mobile Gaming Engagement
    (Springer Science and Business Media LLC, 2024-08-02) Park, HE; Yap, SF
    Current gaming literature lacks empirical evidence on the influence of game design elements and the process through which game engagement can transition into addictive behaviors. Drawing upon the dual theory of passion, this research explores how game design mechanics shape the dualistic experience of passion (i.e., harmonious versus obsessive passion) in mobile gaming consumption. Our netnographic study involved a 2-year participatory observation of an online mobile game community named Empires and Puzzles, culminating in 10,927 posts and nine relevant forum topics. Seven interviews with game developers were also conducted. Our findings reveal that specific mobile game mechanics, namely farming, loot boxing, and raiding, influence the transition from harmonious passion (HP) to obsessive passion (OP) through a pathway characterized by pre-occupying, whilst the recovery mechanism that facilitates the transition from OP back to HP include alleviating. Such findings foreground the theoretical importance of moving beyond a static perspective of gaming engagement. This study contributes to information system literature by developing an empirically grounded framework for understanding the mechanisms underlying the influence of game design on the dualistic nature of mobile gaming passion. Persistent public criticism and government skepticism can impede game businesses. Our insights have the potential to generate positive social impacts by promoting responsible game design to alleviate resistance and skepticism.
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