Generative artificial intelligence (ChatGPT): Implications for management educators
Vanessa Ratten, Paul Jones
Abstract
ChatGPT has been one of the most talked about computer programs amongst management educators in recent weeks due to its transformative ability to change how assessments are undertaken and graded. Unlike other educational technologies that can be tracked when used, ChatGPT has superior abilities that make it virtually untraceable when used. This creates a dilemma for management educators wanting to utilise the technology whilst staying relevant but also interested in authentic learning. Thus, it is critical for management educators to quickly implement policies regarding ChatGPT and subsequent new generative artificial intelligence because of its ease of use and affordability. This article is conceptual in nature and discusses ChatGPT as a generative form of artificial intelligence that presents challenges for management educators that need to be addressed through appropriate strategies. Thereby contributing to the literature on how technological innovations can be included in curriculum design and management learning practices. Practical and managerial implications are stated that highlight the critical need to re-examine existing education practices as a way of incorporating new technological innovation that can be utilised in a beneficial way.