Conventional wisdom holds that open, collaborative, and transparent organizations are innovative. But some of the most radical innovations—satellites, lithium-iodine batteries, the internet—were conceived by small, secretive teams in national security agencies. Are these organizations more innovative because of their secrecy, or in spite of it? We study a principal–agent model of public-sector innovation. We give research teams a secret option and a public option during the initial testing and prototyping phase. Secrecy helps advance high-risk, high-reward projects through the early phase via a cost-passing mechanism. In open institutions, managers will not approve pilot research into high-risk, high-reward ideas for fear of political costs. Researchers exploit secrecy to conduct pilot research at a higher personal cost to generate evidence that their project is viable and win their manager's approval. Contrary to standard principal–agent findings, we show that researchers may exploit secrecy even if their preferences are perfectly aligned with their manager's, and that managers do not monitor researchers even if monitoring is costless and perfect. We illustrate our theory with two cases from the early Cold War: the CIA's attempt to master mind control (MKULTRA) and the origins of the reconnaissance satellite (CORONA). We contribute to the political application of principal–agent theory and studies of national security innovation, emerging technologies, democratic oversight, the Sino–American technology debate, and great power competition.

Relying upon an original (country-sector-year) measure of robotic capital ($RK$), we investigate the degree of complementarity/substitutability between robots and workers at different skill levels. We employ nonparametric methods to estimate elasticity of substitution patterns between $RK$ and skilled/unskilled labor over the period 1995–2009. We show that: i) on average, $RK$ exhibits less substitutability with skilled workers compared to unskilled workers, indicating a phenomenon of “RK-Skill complementarity”. This pattern holds in a global context characterized by significant heterogeneity; ii) the dynamic of “RK-Skill complementarity” has increased since the early 2000s; iii) the observed strengthening is more prominent in OECD countries, as opposed to non-OECD countries, and in the Manufacturing sector, compared to non-Manufacturing industries.

This study used a mixed-methods approach to evaluate the efficacy of mobile-assisted language learning (MALL) in teaching English phrasal verbs (PVs) in a 12-week study. The participants were 122 EFL college students divided equally into an experimental and a control group. The experimental group was assigned PV learning on an iOS-based application (henceforth referred to as “app”) for eight weeks; the control group learned the same PVs through paper-based material. Pre-tests, post-tests, and weekly class tests were conducted, and one-way ANOVAs were performed to evaluate the differences between the two groups using their pre-test and post-test scores, with repeated measures ANOVA used to analyse the learning gains in weekly tests. The results revealed that the experimental group significantly outperformed the control group in the post-test (F = 6.09, p = .015, Cohen’s d = 0.45) and weekly tests (F = 31.68, p = .000). A Likert-scale-based e-questionnaire consisting of 19 items was administered to the experimental group to obtain their perceptions of the app’s usefulness for learning English PVs. The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.

This manifesto is a case study of a new method of configuring Humanities wisdom. Following the 2008 financial crisis, students and parents questioned the value of Humanities disciplines in relation to debt and future employment prospects. The experiment described here is an attempt at Arizona State University to reinvigorate humanistic pedagogy by means of an entirely new transdisciplinary Bachelor of Arts degree that abandons the disciplinary nomenclature that goes back to Aristotle and was instantiated, then ossified, in the twentieth-century university. The problem, it is argued, is not in the content, but in the naming: History, Literature, Philosophy, Language, and Religion. The experiment is to begin not with these discrete and seemingly moribund bodies of knowledge, but with the most pressing concerns of present and future publics. We name these, and so we name the new degree, Culture–Technology–Environment. The manifesto describes the design and content of the degree and raises the hope that curricular innovations of this kind will create Humanities-wise citizens for the future.

This Article is dedicated to what is arguably one of the most significant tests to which constitutionalism has been subject to in recent times. It examines the theoretical and practical challenges to constitutionalism arising from the profound technological changes under the influence of artificial intelligence (AI) in our emerging algorithmic society. The unprecedented rapid development of AI technology has not only rendered conventional theories of modern constitutionalism obsolete, but it has also created an epistemic gap in constitutional theory. As a result, there is a clear need for a new, compelling constitutional theory that adequately accounts for the scale of technological change by accurately capturing it, engaging with it, and ultimately, responding to it in a conceptually and normatively convincing way.

Artificial intelligence (AI) recently had its “iPhone moment” and adoption has drastically accelerated. Quantum computing appears poised to follow suit over the next years. However, while there has been discourse about how to use AI responsibly, there is still little appreciation and awareness among executives, managers and practitioners about the broader ethical questions and implications raised by the intersection of these emerging technologies. In this article, it is highlighted why quantum computing and AI ethics must be taken seriously by businesspersons and how these technologies affect strategic decisions; moreover, recommendations and action areas are formulated.

How well do we know how non-humans experience environmental stressors and how do we communicate that knowledge as educators? This paper addresses these questions by way of an auto-ethnographic account of the author’s experience of attempting to listen to the Great Barrier Reef, off the Queensland coast. Through a series of methodological failures and roadblocks, this paper discusses the difficulties in understanding non-human sensory worlds. Following the auto-ethnographic account, the paper explores how anthropological pedagogies can contribute to environmental education of non-human experiences more broadly. The paper uses anthropological pedagogy to draw an analogy between ethnocentrism/cultural relativism and anthropocentrism/ecocentrism. Utilising practices of “third place” then demonstrates how the latter terms of these relationships are correctives to the former terms rather than oppositions. This paper concludes by suggesting ways in which the lessons learned can be applied to environmental education. It recommends creating a third space environmental curriculum which defamiliarises human experience and creates a zone of contact between humans and non-humans. The use of mediating technologies and artistic practice in conjunction with scientific education is recommended to maintain a critical perspective of human knowledge and biological limitations in creating experiential relationships with the environment.

Multidisciplinary One Health (OH) collaboration coupled with information communication and technology provides an avenue for combating and avoiding emerging and reemerging diseases. In 2020, AFROHUN-Kenya organized a OH App development hackathon to build an application for frontline community health workers to respond to OH challenges. This article describes the purpose, process, benefits and challenges of this hackathon. Forty-nine participants, divided into eight groups took part in the hackathon. The teams ranged from four to eight members, with 55% female. A total of eight applications were developed during the hackathon all of which are in the process of patenting, before deployment as open-source applications. In the post-hackathon survey, 95% of participants indicated that they had a better grasp of the topic because of the team members’ diverse perspectives and that working in multidisciplinary teams had resulted in new friendships and partnerships. In total, 72% of respondents indicated they would be interested in participating in another hackathon. However, 65% of the respondents suggested that the training time be lengthened. This study demonstrates that multidisciplinary hackathons effectively enhance learning, significantly impact communities and improve students’ soft skills, including project and time management, interpersonal communication, motivational strategies and problem-solving.