As higher education moved abruptly online in response to COVID-19, it necessarily swept assessment along with it. Assessment has long been the subject of debate, particularly in the context of ensuring that the people being awarded the grades are those who actually did the work. While some universities have moved away from rigidly authenticated assessment, trusting the students to behave with integrity, others see value in ensuring that they assess the right people. This paper reports on interviews with a dozen leading computing educators in Australia, and finds that the move online brought by the pandemic has highlighted both of these positions. Some academics do indeed trust their students to behave with complete integrity and see no need to supervise or authenticate the students' submitted work. Others strive to ensure integrity as long as all assessment remains online and unsupervised, and are desperate to return to invigilated formal examinations. We endeavour to find common ground in these positions, and discuss the likelihood of a sustainable future for assessment in computing education.

Although the popularity and adoption of process mining techniques grew rapidly in recent years, a large portion of effort invested in process mining initiatives is still consumed by event data extraction and transformation rather than process analysis. The IEEE Task Force on Process Mining conducted a study focused on the challenges faced during event data preparation (from source data to event log). This paper presents findings from the online survey with 289 participants spanning the roles of practitioners, researchers, software vendors, and end-users. These findings were presented at the XES 2.0 workshop co-located with the 3rd International Conference on Process Mining. The workshop also hosted presentations from various stakeholder groups and a discussion panel on the future of XES and the input needed for process mining. This paper summarises the main findings of both the survey and the workshop. These outcomes help us to accelerate and improve the standardisation process, hopefully leading to a new standard widely adopted by both academia and industry.

The COVID-19 pandemic brought unexpected disruptions to educational practices, forcing universities to deliver lectures, tutorials, exams, and other assessments online. Academics and program managers reacted swiftly to adapt their education programs, managing a crisis that could have harmed Australia’s education system. Academic staff rapidly addressed the immediate requirements of delivering classes online, upskilling their digital competencies to continue with minimal disadvantage to students. A perceived problem arising from the need to move to online assessment is an increase in violations of academic integrity. Due to the speed with which the changes took place, there have not necessarily been corresponding changes in the policies and procedures that govern and guide teaching and assessment practices, related to academic integrity. A crisis can open an opportunity for innovation, and this study is a work in progress to investigate how things were done differently to uphold academic integrity in computing courses at Australian universities.

Use of Social Media Networks (SMN) in higher education is a key strategy for improving collaborative learning. Despite this, how students can effectively use SMN for collaborative learning has received limited attention, which is concerning given effective use is the lynchpin through which benefits are obtained. As such, understanding how effectively SMN can be used for collaborative learning is a pressing question. We contextualize and develop a model of effective use of SMN for collaborative learning by adopting affordance theory. To test this model, we conducted a survey of undergraduate students who collaborate using SMN. We found users need to perceive SMN affordances relevant to collaborative learning and enact these affordances to attain collaborative learning goals. Overall, we extend research on effective use demonstrating the important role of affordances and their actualization.

With the continual rise of online and hybrid modes of learning, students collaborating through social media networks (SMN) is becoming increasingly important. Yet, students are struggling to unleash the potential of SMN to support their learning. This study investigated how SMN can be effectively used for collaborative learning in higher education through using a mixed methodology. Findings showed that SMN's effective use influenced students’ collaborative learning goal attainment and was facilitated by perception of SMN affordances and social capital. This thesis extends the theory of effective use by proposing an approach for contextualizing effective use of SMN for collaborative learning.

Social media are changing the communication strategies of companies and companies may use so many social media platforms today, to interact with their stakeholders. But it’s doubtful whether the companies actually have the exact understanding of the real purpose of use of social media platforms. Accordingly, this study aims to provide empirical findings on how far Sri Lankan public quoted companies applying the corporate social media strategies over their corporate social media behavior with special reference to the Facebook. Thus, this study fills a gap in the literature by exploring the contradictory results on the same topic using a sample of Sri Lankan public quoted companies. The study provide an initial assessment of corporate Facebook usage by Sri Lankan public quoted companies under entertainment, informational and relational and transactional values; based on the uses and gratification theory. Data were collected online from 42 corporate Facebook pages, and for the purpose of comparison eleven number of Fortune500 company (corporate) Facebook pages have used. The study presented an important step forward in understanding the level and purpose of corporate Facebook usage of Sri Lankan public quoted companies which will highlight the corporate sector strategies on social media involvement today. The study found that many of the Sri Lankan public quoted companies are representing the informational level on their corporate Facebook usage. This is a preliminary and exploratory study of the levels of corporate Facebook usage.

When students switch to higher education, they experience substantial stress and declines in performance in academic works. Perceived social support is supposed to improve academic performance by reducing stress. This study examined the influence from perceived social support of the management undergraduates in Sri Lanka on their academic engagement level. Participants include first year management undergraduates in five selected state universities in Sri Lanka. Adapted scales based on student engagement scale of NSSE and multidimensional scale of perceived social support was used as the measuring instruments. According to the findings, in Sri Lanka also social support plays a significant role in the level of academic engagement of a first year undergraduate. Furthermore, out of three aspects identified on social support social support from family and friends were significantly affecting to the undergraduates’ academic engagement level but not the social support from a significant other. Hence, as per the prior scholars’ findings, undergraduates perceive that their social support level as a supportive factor for their academic works. It may cause to reduce their stress raised due to the significant change from school to university at the very first time period.The Kelaniya Journal of Management, Vol. 3(2); 2014: 85-92