Generative artificial intelligence (ChatGPT): Implications for management educators

Ratten, Vanessa; Jones, Paul

doi:10.1016/j.ijme.2023.100857

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Generative artificial intelligence (ChatGPT): Implications for management educators

Vanessa Ratten

, Paul Jones

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

Swansea University Author: Paul Jones

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DOI (Published version): 10.1016/j.ijme.2023.100857

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

first_indexed	2023-07-31T09:54:52Z
last_indexed	2024-11-25T14:13:15Z
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spelling	2023-09-13T15:19:01.2576216 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 CBAE 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 Management School COLLEGE CODE CBAE 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
hierarchytype
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
document_store_str	1
active_str	0
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	2023-11-26T14:27:23Z
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score	11.048149

Generative artificial intelligence (ChatGPT): Implications for management educators

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