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Item type:Publication, Reimagining the future of business education through educational innovation(Inderscience Publishers, 2024-01-01)The paper underscores the urgent need for a transformative approach in business education to address 21st century challenges. It critiques traditional higher education for overemphasising theory at the expense of practical skills, leaving graduates ill-prepared for real-world problem-solving. Advocating for a paradigm shift, it emphasises cultivating critical thinking, sustainability, and leveraging emerging technologies like artificial intelligence. Through a Systematic Literature Review (SLR), the paper identifies trends, pedagogical strategies, and innovations that support future-ready competencies. It provides actionable recommendations for designing impactful learning experiences that foster adaptability, global awareness, and meaningful outcomes. Highlighting the importance of equipping students to thrive amid economic, geopolitical, and technological shifts, the paper also explores the broader implications of these findings. It offers valuable insights for educators, policymakers, and industry leaders striving to advance business education in an era of rapid change and complexity. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Transformative economies and complex Thinking: Enhancing sustainability competencies in business education(Elsevier BV, 2025-12-01)This study presents a pedagogical innovation that integrates agile methodologies, transformative economies, and complex thinking to enhance sustainability competencies in graduate business education. Using a multiple case study design, we examined the experiences of 58 Master of Business Administration students enrolled in a course on disruptive innovation and new business models at a business school in Peru. Students applied the Scrum framework and principles from circular, green, and solidarity economies to develop sustainability-focused projects. Quantitative results from a validated instrument showed significant gains in scientific, critical, and innovative thinking. Qualitative analysis of student reflections and project artifacts confirmed increased awareness of systemic challenges and responsible decision-making. The findings demonstrate how agile, interdisciplinary, and action-oriented pedagogies can foster the competencies needed to address complex sustainability issues. This study contributes to responsible management education by offering an empirically grounded and context-sensitive model that prepares students to lead sustainable innovation in diverse business environments.2 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, GenAI-supported portfolio assessment for complex thinking: a GPT-based innovation in business education(Frontiers Media, 2026-01-01)This study examines the integration of Generative Artificial Intelligence (GenAI) into rubric-based qualitative assessment to strengthen authentic evaluation and complex thinking competencies in business education. Conducted at a graduate business school in Peru with 120 student portfolios, the research adopted a qualitative exploratory-documentary approach, complemented by a correlational analysis between human and AI evaluations to enhance the interpretive validity of the findings. A pilot subsample ( n = 12) was used for the correlational analysis comparing human and AI-assisted assessments, while descriptive analyses of complex thinking levels were conducted on the full sample ( n = 120) using the AI agent. The study employed the GPT-eComplex Assistant, a GenAI-based evaluator developed from ChatGPT and configured with the eComplex rubric, to identify recurring patterns, strengths, and areas for improvement without replacing human pedagogical judgment. The findings revealed that: (a) the GPT-eComplex Assistant closely mirrored human evaluators' judgments, reinforcing consistency, traceability, and transparency, although still requiring teacher calibration; (b) the digital portfolio served as an authentic learning artifact to capture systemic and critical thinking, while showing limitations in the scientific dimension; (c) the use of GenAI for assessment in higher education remains incipient and under-researched, underscoring the need for empirical evidence and ethical guidelines; and (d) the responsible integration of GenAI demands active teacher mediation, ethical awareness, and institutional transparency, ensuring that technology complements rather than replaces pedagogical judgment. This study contributes a pedagogical strategy that combines formative portfolio assessment, AI-supported co-evaluation, and the AI-PROMPT Framework, offering a replicable model for embedding GenAI into authentic, reflective, and ethically grounded assessment practices in higher education. The results represent an innovative contribution by positioning GPT as a complementary tool in authentic assessment, reinforcing the central role of human judgment and opening new perspectives for AI-supported evaluation in the Ibero-American and beyond. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Empowering educators: A multi-case study investigating the transformative integration of generative AI tools for teaching in business education(Taylor & Francis, 2025-01-01)This study investigates the transformative role of Generative AI (GenAI) tools in enhancing educators' tasks and performance within higher education, utilizing the Technology-to-Performance Chain (TPC) model as a theoretical framework. The research focuses on how dimensions of Work Compatibility, Ease of Use, Ease of Learning, and Information Quality influence the adoption and perceived impact of GenAI on teaching effectiveness. Data were gathered through quantitative surveys and qualitative interviews with 26 educators from a graduate business school in Peru. Results indicate that perceived performance improvements and the quality of AI-generated information are pivotal for successful adoption, while ease of use and learning, though valued, play a secondary role. The findings provide critical insights into the integration of emerging technologies in academic contexts, offering practical recommendations to educators, administrators, and policymakers aiming to leverage AI-driven tools for pedagogical innovation.1