Prelims

Ethical Standards for Technological and Business Education Sustainability

Technological Innovation and Sustainability for Business Competitive Advantage

Series Editors: Allam Hamdan and Reem Khamis

Innovation and sustainability are broad terms that describe many interdisciplinary sciences – business success and competitiveness may not be separated from social and cultural aspects that interfere with any future development prospects. Research across areas would provide a better understanding of international experiences, bridging the gap between developing and developed nations. This series promotes new visions for business research prospects that work in favour of innovation and sustainability in terms of governance, environment and ethics.

Technological Innovation and Sustainability for Business Competitive Advantage highlights business problems faced by institutions in a scientific way, finding possible practical solutions. Contributing to setting and improving business theories and practices and encouraging scientific research in technological innovation and sustainability, volumes activate dialogue between academics, practitioners and individuals and provide recommendations to improve institutions.

Technological Innovations for Business, Education and Sustainability

Edited by Allam Hamdan

Technological Horizons: Technological Skills and Knowledge for Practitioners Within Business Environment

Edited by Hashem Alshurafat and Claire Beattie

Technological Horizons: Insights for Accounting, Auditing and Internal Control in Emerging Markets

Edited by Hashem Alshurafat and Claire Beattie

From Digital Disruption to Dominance: Leveraging FinTech Applications for Sustainable Growth

Edited by Maha Shehadeh and Khaled Hussainey

The Role of Artificial Intelligence Applications in Business

Edited by Ra'ed Masa'deh

The Tech-Driven Future: Navigating Sustainability in the Digital Age

Edited by Jaheer Muthkar K.P., Berenika Byczek, Felix Claudio Julca-Guerrero and Roger Pedro Norabuena-Figueroa

Sustainability in Light of Governance and Artificial Intelligence Applications

Edited by Bahaa Subhi Awwad

Comprehensive Insights in Technological Sustainability, Education and Business: Exploring Diverse Perspectives and Impactful Strategies

Edited by Allam Mohammed Hamdan

Comprehensive Insights on Digital Transformation in Higher Education: Forging Future Pathways

Edited by Allam Mohammed Hamdan

Innovative Horizons: Insights for Technology, Sustainability and Education in the Digital Era

Edited by Hashem Alshurafat

Ethical Standards for Technological and Business Education Sustainability

Edited By

Esra Al Dhaen

Ahlia University, Bahrain

David Gallear

Brunel University of London, UK

Vishanth Weerakkody

University of Bradford, UK

And

Weifeng Chen

Brunel University of London, UK

United Kingdom – North America – Japan – India – Malaysia – China

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2025

Editorial matter and selection © 2025 Esra Al Dhaen, David Gallear, Vishanth Weerakkody and Weifeng Chen.

Individual chapters © 2025 The Authors.

Published under exclusive licence by Emerald Publishing Limited.

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ISBN: 978-1-83608-037-4 (Print)

ISBN: 978-1-83608-036-7 (Online)

ISBN: 978-1-83608-038-1 (Epub)

Esra Al Dhaen holds a Doctorate from Brunel University London, in the area of strategic decisions and quality in the context of higher education, currently an Executive Director Strategy, Quality and Sustainability as well as an Associate Professor at Ahlia University Bahrain. Appointed external reviewer and conducted various QA reviews as part of Oman Academic Accreditation Authority (OAAA), Bahrain Education and Training Quality Authority (BQA) for National Qualification Framework validation and National Commission for Academic Accreditation and Assessment (NCAAA) KSA. As HEA Principal Fellow and an expert in curriculum review, design and mapping to the National Qualification Framework as well as alignment of cross boarder qualifications was able to set Assurance of Learning (AOL) framework to evaluate and assess student direct and indirect learning and chaired the AOL committee at college level. Highly experienced in HEIs in various counties such as the United Kingdom, Kingdom of Bahrain, KSA, UAE and Oman, along with the gained diverse background enable to transfer and share knowledge and experience from multiple aspects. In particular to institutionalise and streamline various adapted QA standards into one quality management system supporting all the HEI targets such as international accreditation and ranking. This area was activated through becoming an active member at governance level which enable revising, implementation, assessing and further planning for the university strategic plan towards achieving the mission and vision of the university that includes setting targets and key performance indicators (KPIs) have also been practiced and highly performed focused on Teaching and Learning Excellence, Research Impact and Societal Contribution. An expert in strategic planning, measurement and evaluation for higher education including assessment of internal and external environment. Leading sustainable development initiatives in collaboration with United Nations for promising future and a member of multiple national and international society tackling sustainable development and quality improvements. Published and awarded best papers by Emerald Publishing in various research areas including strategy, sustainable quality management teaching and learning.

David Gallear (Brunel University London) is a Professor of Operations Management with expertise in sustainability considerations applied to stakeholder relationships in operations networks and supply/value chains. His work explores the determinants and facilitators of stakeholder partnership in private and public sector domains. It seeks to understand the mechanisms through which corporate responsibility and circularity can be embedded and sustained, with a particular focus on inter-organisational knowledge transfer, stakeholder engagement and social capital. Between 2017 and 2023, he served as Vice Dean Research for the College of Business, Arts and Social Sciences (Brunel University London) leading research and knowledge transfer and research ethics, and between 2006 and 2016, he held numerous leadership positions with Brunel Business School overseeing curriculum, pedagogic and accreditation development, including as Deputy Head (Teaching, Learning and Accreditation) and Associate Head (Academic Operations).

Vishanth Weerakkody is an Associate Pro-Vice-Chancellor for Global Engagement and Partnerships at the University of Bradford and a Professor of Digital Governance. Since joining UoB in 2017, Vishanth has held multiple leadership positions in the Faculty of Management Law and Social Sciences including as Dean where he led the faculty through the COVID-19 pandemic, as Associate Dean Planning and Resources where he managed the implementation of a transformative change programme in the School of Management, and as Associate Dean International and Enterprise where he led a growth agenda for internationalisation through developing high-quality partnerships and mobility for the faculty across Europe, Asia, Middle East and Turkey. Although holding significant leadership responsibility, Vishanth maintains a healthy research track record and continues to publish in CABS 3/4* journals, led two impact case studies for REF2021 and continues to attract R&D funding. A passionate advocate of ‘responsible internationalisation’ in HE, Vishanth draws from several years of experience in multinational organisations such as BAT Industries and IBM to support the University of Bradford's global engagement agenda.

Weifeng Chen is a Reader in Innovation Management at Brunel Business School. His expertise lies in the realms of technology adoption, business model innovation, digitalisation and societal transformation. Currently, his research is centred on the profound influence of disruptive technologies, notably artificial intelligence and blockchain technology, on innovation, particularly concerning the development of novel business models and collaborative ecosystems within organisations spanning the public, private and third sectors, as well as across global value chains. Furthermore, he stands as one of the pioneering figures in the establishment of the Brunel Centre for AI.

Sarah Aqeel Abdulaziz graduated from Ahlia University, Manama, Bahrain, and holds an MSc in Forensic Accounting.

Walla Abdulla graduated from Ahlia University, Manama, Bahrain, and holds an MSc in Forensic Accounting.

Zainab Abdulla graduated from Ahlia University, Manama, Bahrain, and holds an MSc in Forensic Accounting.

Amani Alaali is an Assistant Professor at Ahlia University, Bahrain, specialising in interior design and design education. She has a robust research portfolio that includes exploring the integration of technology into design education and examining the localisation of spatial experiences. Dr. Alaali's research often focuses on bridging the gap between theoretical frameworks and practical applications in design, making significant contributions to the understanding of global brand management and its impact on local spatial experiences.

Fatema Saleh Aldhaen is an Assistant Professor and a Researcher at Ahlia University, College of Business and Finance. She earned a doctorate in Operational Management and Information Systems from the University of Bradford in the United Kingdom after earning a Master's degree in Information Technology from Ahlia University. Fatema frequently publishes in high ranked journals including Journal of Business Research and Information Systems Frontiers, Sustainability and International Journal of Advanced Research in Basic Engineering Sciences and Technology, and she participated in many conferences in and outside Bahrain as a speaker and researcher.

Raghad Waleed Al-Farra graduated from George Washington University, USA, and holds an MSc in Engineering Management.

Muneer Al Mubarak is a Professor of Management and Marketing. He received his PhD in Business and Economic Studies from University of Leeds, UK. Prof. Al Mubarak's expertise is in strategic management, marketing management and relationship marketing. He has over 35 years work experience as he contributed well to teaching and training in areas such as leadership, strategic management, relationship marketing, marketing management, marketing communications, sustainability, corporate social responsibility, customer relationship management and service excellence. He has participated in many community activities over the years and is in a number of advisory boards and a reviewer of high ranked international journals. He published several edited books in sustainability, innovation, management and marketing.

Ali AlQattan graduated from George Washington University, USA, and holds an MSc in Engineering Management.

Husain Ahmed Alshowaikh graduated from George Washington University, USA, and holds an MSc in Engineering Management.

Mariam Ali Al-Zain graduated from Ahlia University, Manama, Bahrain, and holds an MSc in Forensic Accounting.

Mohamed Mahmood is a distinguished academic and professional, holding a PhD in Management Studies from Brunel Business School, Brunel University of London. His academic journey includes serving as an Assistant Professor at the University of Bahrain and as an External Examiner for the Information Technology College. He has made significant contributions to research in areas such as digital transformation, government trust and ICT governance. His work has been widely published in reputable journals and academic books. His contributions have also been recognised through his role as an active peer reviewer for ABS-ranked journals and as a member of the editorial advisory board for notable academic publications. Professionally, Dr. Mahmood is the Chief Technical Officer at Bahrain Network (BNET), where he oversees the development, expansion and maintenance of Bahrain's national fibre network and leads the technical operations. Prior to this, he served in leadership roles at the Telecommunications Regulatory Authority (TRA) in Bahrain, where he contributed to developing regulatory frameworks and strategic projects. His expertise spans both the academic and telecommunications fields, making him a recognised leader in both sectors.

Fatima Nader Ali graduated from George Washington University, USA, and holds an MSc in Engineering Management.

Hanan Naser is the Provost at the American University of Bahrain. Having worked in higher education for many years, she has mentored and supported many learners and staff members in cultivating leadership competencies based on emotional intelligence and sustainable reasoning. Some of these subjects include leadership in the context of emotional intelligence and effects of evolving technological advancements on organisational behaviour, which interest her in conducting her research. She has participated in numerous academic projects within Bahrain, and her intention is to create a culture of innovation and emotional intelligence in leaders of tomorrow.

Sadaf Saeed holds a Postgraduate Diploma from the prestigious London School of Economics (University of London) and an MBA from the American University of Bahrain. With a vast background in education and over 15 years of teaching experience, she has a special inclination in organizational behavior, leadership, and emotional intelligence.

Committed to bridging the gap between leadership theory and practice, her research focuses on enhancing leadership dynamics within Bahraini higher education institutions. Her work explores the evolving nature of leadership in learning environments and business organizations, with an emphasis on the role of emotional intelligence in today’s workplace. She is particularly interested in the shift from traditional top-down leadership models to self-organizing systems that foster adaptability and innovation.

This chapter marks her first publication, reflecting her dedication to contributing to the academic community. Passionate about exploring the mutual dynamics of emergent systems in human resource management, she continues to draw insights that shape modern leadership practices. With her strong academic foundation and extensive teaching experience, Sadaf remains committed to advancing education and leadership development.

Merlin Stone is Professor of Marketing and Strategy at St Mary's University, Twickenham. He has spent most of his career managing, researching, consulting and training in marketing, customer service and CRM. He is an Honorary Life Fellow of the United Kingdom's Institute of Direct and Digital Marketing, which he helped found, and was awarded their Derek Holder Lifetime Achievement Award (one of the Data IQ Talent Awards) in 2015. He has also followed a full academic career, holding senior posts and professorships at several universities He is on the editorial advisory boards of several academic journals, has a first-class degree and doctorate in economics and runs a university and school tuition business focusing on management, economics and mathematics.

I am pleased to write this foreword for the book entitled Ethical Standards for Technological and Business Education Sustainability, which deals with very topical and salient issues that are transforming the higher education landscape today. Although the term artificial intelligence (AI) goes all the way back to 1956, when it was first coined by a young American computer scientist John McCarthy, the term has turned into one of the biggest buzzwords of recent times. Despite the term's widespread usage and pervasiveness, little is actually known about the true extent of, and capacity for, AI to be a disruptor in the medium and long term. Given the rapid pace of development of AI and the proliferation of AI tools and use cases, the lines, demarcations and limitations vis-à-vis good academic practice are, arguably, becoming increasingly blurred. There exists the potential and possibility for serious consequences that pose a de facto threat to the integrity of the academic process, from curriculum design, assessment methods, teaching and learning practices, extending all the way to scholarship and research.

The use and integration of technology in academia is nothing new. Universities and higher education institutions (HEIs) with mature governance systems, and rigorous quality assurance processes, have many policies and procedures in place to safeguard the integrity of the academic process. One common practice employed is the use of AI-based tools, such as Turnitin, to assist in the detection and prevention of academic malpractice, such as plagiarism. These tools, as the name suggests, are meant to be just that, tools, and not solutions or a one-size-fits-all approach to dealing with academic misconduct. Hence, an understanding of the extent of usefulness, accuracy and limitations in general is essential in order to truly promote good academic practice and deal with emerging challenges.

Learners are increasingly resorting to the use of AI tools such as ChatGPT both inside and outside the classroom, where such usage can, on the one hand, be a powerful and personalised aid to the learning process, while on the other hand, a device for academic misconduct, which may be either intentional or unintentional. Whereas some HEIs, such as the top-ranking French school Sciences Po, had reportedly banned the use of ChatGPT as far back as January 2023, with some exceptions such as in the case of instructor supervised formative coursework, others have blocked access to the software entirely on their school networks. Most of the world's leading HEIs are still exploring ways to regulate the usage of AI in education, with some going as far as encouraging student-based exercises in the usage of AI in specific pieces of academic coursework as a learning device to discover and correct the ‘hallucination’ effects that large language models suffer from. Regulating AI usage, whether in academia or beyond, remains a serious and exigent challenge that begs the attention of researchers, scholars and practitioners.

Accordingly, this book will serve as one useful point of departure, and an important reference point, to any future works focused on developing new compliance guidelines and ethical standards to govern education in general, and business education in specific. The ideas, concepts, propositions and recommendations presented will add value to future efforts by academicians, policymakers and leaders of all sorts in the academic community. We need to collaborate, cooperate and work together, in a proactive manner, to stay ahead of anything and everything that threatens the integrity of the education landscape. It is my sincere hope and belief, together with the editors and all those who contributed to this book, that the works contained herein can serve to shape and inform future ethical frameworks that are robust enough to deal with a multitude of academic domains. Any future efforts will need to consider various dimensions, from the economic to the cultural, towards effectively addressing this issue from a multidisciplinary perspective that affords due attention and regard to the specificities of different disciplines.

Ammar A. Alhawaj, CMktr

Executive Director for Communications and International Relations

Coordinator for Master of Science in Engineering Management and PhD (WR)

Ahlia University

The book will include insight of new policies and procedures to be developed to ensure academic integrity, quality of education and avoidance of academic misconduct specifically for technological and business education. With the recent trends and technology advancement, academics are finding a difficulty to maintain academic and ethical integrity in the learners' produced assessments.

Equipping learners with technological skills is a requirement to support lifelong learning; however, the key aspect is how to use such technological advancement towards the advantage of the academic journey.

Business education is considered a driver of change through integrating multidisciplinary skills and knowledge as part of teaching and learning. However, the nature of technological advancements used in teaching, learning and assessments varies in different contexts.

For instance, cultural sensitivity may be triggered while using artificial intelligence tools. Practices in relation to Ethical Standards for Technological and Business Education Sustainability may vary between different regions depending on the level of quality assurance standards maturity that is applied within the region.

However, is it visible that there is an urgent demand to establish clear policies and procedures need to be established to deal with the recent advancement of technology to maintain ethical and quality standards.

The book will explore practices of different use of technology including revising pedagogical standards, innovative teaching methods, inclusion of technological advancement as part of lifelong learning, use of technology as part of formative learning and assessments, etc.

The outcome of the book will support policymakers, leaders of higher education, academics and regulators to set a new dimension of policies and standards to support development of clear guidelines to maintain ethical use of technology in business education.

Editors

Dr. Esra Al Dhaen

Ahlia University, Manama, Bahrain

E-mail: esaldhaen@ahlia.edu.bh

Prof. David Gallear

Professor, Brunel University, London

E-mail: david.Gallear@brunel.ac.uk

Prof. Vishanth Weerakkody

Associate Pro-Vice-Chancellor, University of Bradford, UK

E-mail: V.Weerakkody@bradford.ac.uk

Dr. Weifeng Chen

Reader, Brunel University, London

E-mail: Weifeng.Chen@brunel.ac.uk