Evaluating The Knowledge Of Conversational Agents, Mina Park, Milam Aiken, Mahesh Vanjani

Southwestern Business Administration Journal

Several studies have tested chatbots for their abilities to emulate human conversation, but few have evaluated the systems’ general knowledge. In this study, we asked two chatbots (Mitsuku and Tutor) and a digital assistant (Cortana) several questions and compared their answers to 67 humans’ answers. Results showed that while Tutor and Cortana performed poorly, the accuracies of Mitsuku and the humans were not significantly different. As expected, the chatbots and Cortana answered factual questions more accurately than abstract questions.

Social Media And The C-Suite: The Ethical And Legal Implications, Toni P. Mulvaney J.D., Melissa Baldo J.D., Marleen Swerdlow J.D., Frank Cavaliere J.D.

Southwestern Business Administration Journal

The last twenty years has seen phenomenal growth of social media, with companies such as Facebook, Linked In, and Twitter seeing their registered users growing into the hundreds of millions worldwide (and, in the case of Facebook, over a billion). The advantages of using social media have been touted by many, and fortunes have been made by savvy practitioners with a deft hand at using social media to their advantage. However, as with any new technology unintended consequences have begun to unfold. These consequences have been thrust to the forefront as several high-profile corporate executives and celebrities have sabotaged their …

The Flipped Class: Experiential Learning Manifested, Johnnie Williams, Olusegun Felix Ayadi, Carlton Perkins, Ladelle M. Hyman

Southwestern Business Administration Journal

Through the “flipped class,” students are introduced to new material outside the classroom before the traditional in-class lecture occurs. Ideally, flipping the class challenges students to engage in the lower levels cognitive work (remembering and understanding) outside of class. Students, then, are free to focus on higher order cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and the instructor. To drive the requisite higher order cognitive work inside the classroom, it is important that in-class teaching and learning methodologies extend beyond simple information dissemination. Experiential learning, the process of transforming information …