Scenario-based requirements elicitation for user-centric explainable AI

Explainable Artificial Intelligence (XAI) develops technical explanation methods and enable interpretability for human stakeholders on why Artificial Intelligence (AI) and machine learning (ML) models provide certain predictions. However, the trust of those stakeholders into AI models and explanations is still an issue, especially domain experts, who are knowledgeable about their domain but not AI inner workings. Social and user-centric XAI research states it is essential to understand the stakeholder’s requirements to provide explanations tailored to their needs, and enhance their trust in working with AI models. Scenario-based design and requirements elicitation can help bridge the gap between social and operational aspects of a stakeholder early before the adoption of information systems and identify its real problem and practices generating user requirements. Nevertheless, it is still rarely explored the adoption of scenarios in XAI, especially in the domain of fraud detection to supporting experts who are about to work with AI models. We demonstrate the usage of scenario-based requirements elicitation for XAI in a fraud detection context, and develop scenarios derived with experts in banking fraud. We discuss how those scenarios can be adopted to identify user or expert requirements for appropriate explanations in his daily operations and to make decisions on reviewing fraudulent cases in banking. The generalizability of the scenarios for further adoption is validated through a systematic literature review in domains of XAI and visual analytics for fraud detection

Educating Students and Their Future Employers to Minimise Environmental and Climate Impacts Through Cost Effective Environmental Management Strategies

Traditionally, internal views from UK businesses expect the maximisation of profits and delivery of value for the customer; the external view expects realistic profits and provision of employment. However, this view is changing, with customers increasingly demanding products and services that also demonstrate environmental responsibility and minimise climate impacts. Although the cause-effect relationship between business operations, negative environmental impacts and climate change is well established there is now an enhanced appreciation that environmental challenges are systemic, interlinked and cannot be addressed in isolation. Despite the proliferation of ‘low cost’ or ‘no cost’ technological and behavioural opportunities, businesses struggle to realise opportunities that address these interlinked challenges, demonstrate environmental responsibility and minimise climate impacts, as they are embedded in economic systems in which improvement equals investment. Environmental improvement interventions have become synonymous with cost consumption rather than cost saving; frequently at odds with corporate financial strategies. In an attempt to change this view, support the mitigation of climate change through the reduction of environmental impacts and develop successful employment-ready graduates skilled in effective environmental improvement techniques, an innovative Environmental Strategy Module engaging postgraduate students in environmental management strategy design is taught at Coventry University. This offers students a more financially accessible approach to environmental improvement: a self-funding environmental management strategy created through the Environmental Value for Money Framework. This paper presents a conceptual study of the Environmental Value for Money Framework and its engagement of students as future employees in creating self-funded, economically viable environmental management strategies. It also offers this framework as a mechanism to encourage businesses to engage in carefully planned and economically viable strategic environmental improvements

Design for sustainability: An introduction

Historically, the reaction of humankind to environmental degradation, especially since the second half of the last century, has moved from an end-of-pipe approach to actions increasingly aimed at prevention.Design for Sustainabilit

Auditing the University: Promoting Business Education for Sustainability Through Audit-based Learning

Efforts to improve university-wide sustainability generally include sustainability learning, teaching, assessment, and campus sustainability activities; traditionally discrete activities facilitated separately by academics and estates’ management staff. In order to incorporate a local context into the University of Worcester Business School’s Education for Sustainability and improve university-wide sustainability performance, these two strands have been combined to create a constructivist, learner-centred business sustainability curriculum based on sustainability audits of the University. Auditing the University provides practical, active audit-based learning to deliver students’ evolving preferences for experiential, collaborative learning and employers’ demands for employment ready graduates. The sustainability audit undertaken uses real-life business processes to develop sustainability knowledge and skills that are vital to promote sustainable business futures and softer employment skills such as negotiation, collaboration and influencing, which are essential for future career success. This paper presents a case study analysis of an audit-based learning module for Business Management Students and explores opportunities and challenges associated with delivering it. It reports the findings of a study into students’ experiences of audit-based learning in the Level 5 undergraduate Business Sustainability Module, which operates as a ‘Living Lab’, to explore its ability to promote innovative learning, teaching and assessment in Education for Sustainability. The paper also utilises the Framework for 21st Century Learning to explore audit-based learning’s ability to develop knowledge and skills appropriate for 21st Century businesses. Research findings are synthesised to capture and share this innovative approach to learning, teaching and assessment of business sustainability and offer insights to developers of interactive, experiential sustainability learning, teaching and assessment tools