Forum papers are thought-provoking opinion pieces or essays founded in fact, sometimes containing speculation, on a civil engineering topic of general interest and relevance to the readership of the journal. The views expressed in this Forum article do not necessarily reflect the views of ASCE or the Editorial Board of the journal.

This study investigates how artificial intelligent technology in the banking sector has affected consumers’ overall experience. It focuses on how consumers’ personal digital transformation has affected digital banking development and how this further affects consumer’s expectations and experience. It assesses how banks use Artificial Intelligent Virtual Agents such as Chatbots to transform how consumers use their banking facilities. Lastly, this study investigates the scope of neobanks in the banking sector. The study found that digital transformations have led to an increase in consumers’ expectations from their banks. Whilst banks revolutionise their customer service offerings through virtual agents, customers are not engaging with these at an expected rate. Findings revealed that Neobanks are not operating at their expected traction due to consumer knowledge gaps, occasioned by a lack of advertised information to customers from their banks.

PurposeWith the growth of entrepreneurship education adoption in higher education institutions (HEIs), the importance of assessments as a tool to gauge and enhance learning is of utmost importance. The purpose of this paper is to examine the influence and appropriateness of current assessment methods for engineering and technology students in Nigerian and British HEIs.Design/methodology/approachThe study employs a qualitative research method with a case study approach to investigate the impact and suitability of assessment methods currently used within entrepreneurship education in Nigeria and England.FindingsThe results reveal that lecturers across both countries believed that assessment methods currently in use were appropriate, but were not uniform in its influence on learning. However, students were unanimous in that most assessment methods currently used were not effective at enhancing their learning, not very appropriate, and were not a good judge of their work and effort. The results were used in building a framework to understand the importance of assessment methods in entrepreneurship education.Originality/valueIn light of the inadequate literature, this paper covers an acute gap in the field. This will allow policymakers and different interested parties to reassess the development of suitable assessment methods to involve students as key stakeholders.