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Business and operational excellence models are frequently employed by organisations as self-assessment tools for ensuring continued performance improvement. This paper presents an integrated methodology for excellence self-assessment that is applicable at organisational and functional levels.

The self-assessment methodology was sequentially developed, based on a theoretical and practical perspective, and a case study was presented.

This study develops: (1) a framework of excellence enablers and results criteria for each of the organisational, functional (core and supportive processes) and operational levels; (2) a framework of the characteristics of maturity levels of excellence according to enablers, results, organisational context, in addition to other assessment components; (3) a framework of the assessment and improvement steps for achieving excellence.

Although several proposed methodologies are available for the self-assessment of business and operational excellence, these only partially focus on various organisational aspects (such as the organisational and functional level, and organisational context) and are primarily used as business excellence models by non-large organisations. This study aims to fill the research gap in this regard.

This article investigates the application of generative artificial intelligence (GenAI) in experiential learning for authentic assessment in higher education. Recognized for its human-like content generation, GenAI has garnered widespread interest, raising concerns regarding its reliability, ethical considerations and overall impact. The purpose of this study is to explore the transformative capabilities and limitations of GenAI for experiential learning.

The study uses “thing ethnography” and “incremental prompting” to delve into the perspectives of ChatGPT 3.5, a prominent GenAI model. Through semi-structured interviews, the research prompts ChatGPT 3.5 on critical aspects such as conceptual clarity, integration of GenAI in educational settings and practical applications within the context of authentic assessment. The design examines GenAI’s potential contributions to reflective thinking, hands-on learning and genuine assessments, emphasizing the importance of responsible use.

The findings underscore GenAI’s potential to enhance experiential learning in higher education. Specifically, the research highlights GenAI’s capacity to contribute to reflective thinking, hands-on learning experiences and the facilitation of genuine assessments. Notably, the study emphasizes the significance of responsible use in harnessing the capabilities of GenAI for educational purposes.

This research showcases the application of GenAI in operations management education, specifically within lean health care. The study offers insights into its capabilities by exploring the practical implications of GenAI in a specific educational domain through thing ethnography and incremental prompting. Additionally, the article proposes future research directions, contributing to the originality of the work and opening avenues for further exploration in the integration of GenAI in education.

In order to solve the problem of inaccurate calculation of index weights, subjectivity and uncertainty of index assessment in the risk assessment process, this study aims to propose a scientific and reasonable centralized traffic control (CTC) system risk assessment method.

First, system-theoretic process analysis (STPA) is used to conduct risk analysis on the CTC system and constructs risk assessment indexes based on this analysis. Then, to enhance the accuracy of weight calculation, the fuzzy analytical hierarchy process (FAHP), fuzzy decision-making trial and evaluation laboratory (FDEMATEL) and entropy weight method are employed to calculate the subjective weight, relative weight and objective weight of each index. These three types of weights are combined using game theory to obtain the combined weight for each index. To reduce subjectivity and uncertainty in the assessment process, the backward cloud generator method is utilized to obtain the numerical character (NC) of the cloud model for each index. The NCs of the indexes are then weighted to derive the comprehensive cloud for risk assessment of the CTC system. This cloud model is used to obtain the CTC system's comprehensive risk assessment. The model's similarity measurement method gauges the likeness between the comprehensive risk assessment cloud and the risk standard cloud. Finally, this process yields the risk assessment results for the CTC system.

The cloud model can handle the subjectivity and fuzziness in the risk assessment process well. The cloud model-based risk assessment method was applied to the CTC system risk assessment of a railway group and achieved good results.

This study provides a cloud model-based method for risk assessment of CTC systems, which accurately calculates the weight of risk indexes and uses cloud models to reduce uncertainty and subjectivity in the assessment, achieving effective risk assessment of CTC systems. It can provide a reference and theoretical basis for risk management of the CTC system.

This paper introduces the YouWalk-UOS mobile application, a tool that revolutionises the assessment of urban open spaces (UOS). The paper demonstrates how integrating real-time, on-ground observations with users’ reactions into a digital platform can transform the evaluation of urban open spaces. It seeks to address the existing shortcomings of traditional UOS assessment methods and underscore the need for innovative, adaptable and inclusive approaches.

Emphasizing the necessity of UOS for mental and physical health, community interaction and social and environmental resilience in cities, the methodology involves a comprehensive analysis of a number of theoretical frameworks that have historically influenced urban open space conceptualisation, design and assessment. The approach includes a critical review of traditional UOS assessment methods, contrasting them with the capabilities of the proposed YouWalk-UOS application. Building on the reviewed theoretical frameworks, the methodology articulates the application’s design, which encompasses 36 factors across three assessment domains: functional, social and perceptual and provides insights into how technology can be leveraged to offer a more holistic and participatory approach to urban space assessment.

YouWalk-UOS application represents an important advancement in urban space assessment, moving beyond the constraints of traditional methods. The application facilitates a co-assessment approach, enabling community members to actively participate in the evaluation and development of their urban environments. Findings highlight the essential role of technology in making urban space assessment more user-centred, aligning more closely with community needs and aspirations.

The originality lies in the focus on the co-assessment approach and integration of mobile technology into urban open space assessment, a relatively unexplored area in urban design literature. The application stands out as an innovative solution, offering a new perspective on engaging communities in co-assessing their environments. This research contributes to the discourse on urban design and planning by providing a fresh look at the intersection of technology, user engagement and urban space assessment.

Large classes pose challenges in managing different types of skills (e.g. maths, subject-specific knowledge, writing, confidence and communication), facilitating interactions, enabling active learning and providing timely feedback. This paper shares a design of a set of assessments for a large undergraduate economics course consisting of students from diverse cultural backgrounds. The benefits, challenges and learning experiences of students are analysed.

Students worked in groups to complete an assessment with several questions which would be useful as a revision for the individual assessment, the following week. Survey questionnaires with Likert-type questions and open-ended questions were used to analyse the learning and skill development that occurred because of the group work. Responses to the open-ended survey questions were coded and analysed by identifying the themes and categorising the various issues that emerged.

This assessment design developed group working skills, created opportunities to interact and enhanced learning. The analysis of the responses found that working with peers enabled the students to generate their own feedback, clear doubts and learn to solve problems. Effective communication, planning meetings and working around the diverse group members’ strengths and weaknesses are some graduate skills that are developed in this group assessment. The challenges were arranging meetings, finalising assessments, engagement of group members and unreliable technology. However, the students found ways to overcome these challenges.

This assessment design can be useful in higher education practice by introducing a mechanism for authentic collaborative practice. This paper adds to the literature on peer interactions and group work and enables effective learning at scale.

Businesses are increasingly vulnerable and exposed to physical climate change risks, which can cascade through local, national and international supply chains. Currently, few methodologies can capture how physical risks impact businesses via the supply chains, yet outside the business literature, methodologies such as sustainability assessments can assess cascading impacts.

Adopting a scoping review framework by Arksey and O'Malley (2005) and the PRISMA extension for scoping reviews (PRISMA-ScR), this paper reviews 27 articles that assess climate risk in supply chains.

The literature on supply chain risks of climate change using quantitative techniques is limited. Our review confirms that no research adopts sustainability assessment methods to assess climate risk at a business-level.

Alongside the need to quantify physical risks to businesses is the growing awareness that climate change impacts traverse global supply chains. We review the state of the literature on methodological approaches and identify the opportunities for researchers to use sustainability assessment methods to assess climate risk in the supply chains of an individual business.

This article presents our experience in implementing the assessment for learning process (AfL) to enhance the teaching–learning quality, which has faced numerous challenges impacting educational quality. The effectiveness of this technique is demonstrated through a case study conducted in a core course of chemical engineering.

The article shares insights into the systematic course design and planning processes that were discussed and developed through AfL practices. Significant emphasis is placed on implementing formative and summative student self-assessment surveys as simple yet effective methods to meet this purpose. Quantitative data were collected and analyzed over three consecutive academic years (2020–2022) using various statistical parameters such as percentage, interquartile range and the program’s numerical goal (%G).

The AfL process via formative and summative surveys could significantly and effectively improve teaching–learning quality. These findings assist educators in identifying appropriate teaching methods and recognizing areas of weakness and strength, thereby facilitating continuous improvement in the teaching–learning quality. Validation methods, including quizzes and numerical grades, were employed to practically verify the outcome obtained from the questionnaires.

The AfL techniques demonstrated in this study can be directly implemented or adapted for various educational fields to enhance the teaching–learning quality.

The practical implementation of AfL in an engineering context has hardly been reported, particularly in chemical engineering. This work represents the practical implementation of AfL to enhance engineering field education.

This article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.

This case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.

Assessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.

One limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.

At the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.

So far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.