Higher education and the AI conundrum
Artificial intelligence (AI) is disrupting Management Education in 2023 via tools like chat APIs and GPTs. At the forefront of this phenomenon is ChatGPT, now in its fourth iteration, a program that has become an internet sensation, reaching one million users in its first week of existence, and prompting a lot of media and user interest since its unveiling on 30 November 2022. Given the tremendous success of ChatGPT and other AI tools developed throughout 2023 we, as educators, find ourselves at an important juncture, one that prompts a contemplation of both challenges and opportunities. Therefore, the query that looms large is whether we ought to wholeheartedly embrace or cautiously resist the influence they wield.
This article, forthcoming in Management Learning, reviews the benefits and potential drawbacks of ChatGPT (and AI, more generally) vis-à-vis higher education. Thus, while AI can improve prospects in many areas (i.e., remote learning, asynchronous communication, online collaboration, gamification, student engagement, and assessments) that results in a better democratization and inclusion of our education, it also poses significant challenges, particularly in relation to academic integrity, traditional forms of assessment (that is, "open book", non-invigilated, essays), exacerbating existing inequalities, or replacing human educators with virtual, AI ones. Subsequently, both individual educators and institutional managers need to decide on if and how they can respond to these challenges. Yet, to this point, such responses have been less clear and decisive, leaving ample room for interpretation and application in the classroom.
With more and better AI tools continuously emerging (for example, Microsoft’s Copilot; Google’s Bard and Gemini; Anthropic’s Claude 2, etc.) there is increasing pressure on both educators and institutions to deal with this disruption in a constructive, and productive manner, which would involve however, a stark departure from our “business as usual” scenarios. Furthermore, if anything, history (through examples of technologies - for example, hand-held calculators or the internet - or other disruptive shocks such as the COVID-19 pandemic) suggests that we should embrace change rather than fight it. The rise of AIs presents significant pedagogical opportunities to democratize, enlighten, and personalize education, all for better meeting the needs of our students. A positive and coordinated pedagogical approach to these disruptive technologies can provide important opportunities to include AI tools in our classrooms and further enrich our education. Nevertheless, resources need to be invested, coherent strategies need to be developed, and new educational ecosystems should embed rather than ban AIs in a brave, new educational ecosystem.
Professor Sorin Krammer
Professor of Strategy and International Business | Research Lead, Dept. of Strategy and International Business | Sustainability Fellow - the Institute for Sustainability
Sorin M.S. Krammer is Full Professor of Strategy and International Business at Surrey Business School. Prior to joining University of Surrey, Sorin was a Full Professor of Strategy an International Business at University of Exeter Business School (UK), Associate Professor in International Business and Innovation at Leeds University Business School (UK), and Assistant Professor of International Economics and Business at the University of Groningen (The Netherlands), and has held academic positions at MIT Sloan School of Management (USA), Stanford Institute for Economic Policy Research -SIEPR- (USA) and a visiting position at Northeastern University-D'Amore-McKim School of Business (USA). In addition to academia, Sorin was involved as well as an expert consultant in several World Bank projects dealing with innovation and international competitiveness (of regions and sectors) in less-developed countries.
Sorin has published, among others, in Journal of Management, Journal of International Business Studies, Research Policy, Academy of Management Learning and Education, Journal of Product Innovation Management or Journal of World Business, and he serves as member of the Editorial Boards of Journal of Management Studies, Journal of World Business, Journal of International Business Policy, Global Strategy Journal and Technological Forecasting and Social Change.
His research has also been recognized in terms of excellence by various international professional associations, such as the Academy of International Business (Alan Rugman Best Young Scholar Award -2014- Winner), the European Academy of Management (Best Paper Award -2022- Winner) and the Academy of Management (IM Division Georgetown Best Paper in International Business and Policy Award - 2023- Winner). He has also won the "Researcher of the Year" Award (2023) presented by the Surrey Business School, University of Surrey.
Professor Strategy and International Business, Strategy and International Business Department, Surrey Business School, University of Surrey, Guildford, 2022-present.
Professor Strategy and International Business, Management Department, University of Exeter Business School, Exeter, UK, 2019-2022.
Associate Professor of International Business and Innovation, International Business Division (CIBUL), Leeds University Business School, Leeds, UK, 2017-2018
Assistant Professor of International Economics and Business, Global Economics and Management Department, University of Groningen, Groningen, the Netherlands. 2010-2016
Postdoctoral Fellow and Associate, MIT Sloan School of Management and NBER, Cambridge, MA, USA. 2009-2010.