Navigating the AI Revolution: Implications for Business Education and Pedagogy

Abstract

Generative artificial intelligence (AI) is rapidly emerging as a transformative force across various sectors. As education shifts towards an AI-focused future, adapting teaching methodologies and evaluation strategies to this technological evolution becomes more and more important. This paper delves into the profound implications of generative AI on business education, critically analyzing its influence on broad program learning outcomes as well as on specific assessment tasks, ranging from quizzes to work-integrated learning projects. By examining and assessing responses from ChatGPT, we evaluate their structural coherence and the potential to enhance or replace key skills evaluated in students. Our findings primarily indicate that for formulaic quizzes and short essay questions, GPT-4 often delivers accurate solutions. In the context of research reports and reflection journals, GPT-4 serves more as a guide and scaffolding tool. As AI continues to advance, it becomes increasingly crucial for business educators to re-examine their learning objective frameworks. This includes utilizing the technology’s potential while navigating its complexities, ensuring that education remains effective, relevant, and in step with the pace of innovation.