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Generative artificial intelligence (ChatGPT): Implications for management educators

Vanessa Ratten Orcid Logo, Paul Jones Orcid Logo

The International Journal of Management Education, Volume: 21, Issue: 3, Start page: 100857

Swansea University Author: Paul Jones Orcid Logo

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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...

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Published in: The International Journal of Management Education
ISSN: 1472-8117
Published: Elsevier BV 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa64001
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spelling v2 64001 2023-07-31 Generative artificial intelligence (ChatGPT): Implications for management educators 21e2660aaa102fe36fc981880dd9e082 0000-0003-0417-9143 Paul Jones Paul Jones true false 2023-07-31 BBU 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. Journal Article The International Journal of Management Education 21 3 100857 Elsevier BV 1472-8117 Academic research; Teaching; Learning; Digital transformation; Management education; Artificial intelligence; ChatGPT 26 11 2023 2023-11-26 10.1016/j.ijme.2023.100857 http://dx.doi.org/10.1016/j.ijme.2023.100857 COLLEGE NANME Business COLLEGE CODE BBU Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2023-09-13T15:19:01.2576216 2023-07-31T10:51:47.1144247 School of Management Business Vanessa Ratten 0000-0002-2534-4550 1 Paul Jones 0000-0003-0417-9143 2 64001__28311__c8f5edb77156435ab253fd9e53e3a82d.pdf 64001.VOR.pdf 2023-08-18T10:19:42.1865137 Output 518790 application/pdf Version of Record true Distributed under the terms of a Creative Commons Attribution 4.0 CC-BY Licence true eng http://creativecommons.org/licenses/by/4.0/
title Generative artificial intelligence (ChatGPT): Implications for management educators
spellingShingle Generative artificial intelligence (ChatGPT): Implications for management educators
Paul Jones
title_short Generative artificial intelligence (ChatGPT): Implications for management educators
title_full Generative artificial intelligence (ChatGPT): Implications for management educators
title_fullStr Generative artificial intelligence (ChatGPT): Implications for management educators
title_full_unstemmed Generative artificial intelligence (ChatGPT): Implications for management educators
title_sort Generative artificial intelligence (ChatGPT): Implications for management educators
author_id_str_mv 21e2660aaa102fe36fc981880dd9e082
author_id_fullname_str_mv 21e2660aaa102fe36fc981880dd9e082_***_Paul Jones
author Paul Jones
author2 Vanessa Ratten
Paul Jones
format Journal article
container_title The International Journal of Management Education
container_volume 21
container_issue 3
container_start_page 100857
publishDate 2023
institution Swansea University
issn 1472-8117
doi_str_mv 10.1016/j.ijme.2023.100857
publisher Elsevier BV
college_str School of Management
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hierarchy_top_id schoolofmanagement
hierarchy_top_title School of Management
hierarchy_parent_id schoolofmanagement
hierarchy_parent_title School of Management
department_str Business{{{_:::_}}}School of Management{{{_:::_}}}Business
url http://dx.doi.org/10.1016/j.ijme.2023.100857
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description 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.
published_date 2023-11-26T15:19:03Z
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