Affiliation:
1. University of Surrey, UK
Abstract
The rapid rise to prominence of ChatGPT, one of the most successful generative artificial intelligence tools to date, presents both important challenges and opportunities for management education. Specifically, while it improves prospects in many areas (i.e. remote learning, asynchronous communication, online collaboration, gamification, student engagement and assessments), it also poses significant challenges, particularly in relation to academic integrity and traditional forms of assessment (i.e. ‘open book’, non-invigilated, essays). Drawing on insights from social epistemology, I argue that this exogenous shock to the educational system provides opportunities for epistemic evolution, particularly in fields like management education, where essays have traditionally been the dominant form of assessment. I conclude by proposing potential responses to this disruption that can enable educators, students and institutions to succeed in this new environment.
Subject
Management of Technology and Innovation,Strategy and Management,General Decision Sciences
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