Tools or Fools: Are We Educating Managers or Creating Tool-Dependent Robots?

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2024-02-14 DOI:10.1177/10525629241230357

Steven J. Hyde, Antoine Busby, Robert L. Bonner

引用次数: 0

Abstract

This essay examines strategies for thoughtfully integrating generative AI (Gen-AI) into management curricula to enhance student learning while mitigating risks like overreliance. We make the case that outright resistance is counterproductive; instead, management educators should embrace Gen-AI’s potential to create more engaging, experiential learning aligned with andragogical principles. We provide a conceptual framework mapping nine Gen-AI objectives to the principles of andragogy. A semester-long course example illustrates this framework in action through AI activities fostering autonomy, competence, and real-world application. Student surveys revealed overwhelmingly positive perceptions of Gen-AI integration and improved exam scores. However, dependence risks remain. The essay discusses strategies to enhance critical thinking, personal growth, and academic integrity. Overall, we propose that prudent Gen-AI adoption can enrich management education, but long-term vigilance regarding overreliance is vital.

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工具还是傻瓜？我们是在教育管理者还是在制造依赖工具的机器人？

本文探讨了将生成式人工智能（Gen-AI）深思熟虑地融入管理课程的策略，以提高学生的学习效果，同时降低过度依赖等风险。我们认为，一味地抵制只会适得其反；相反，管理教育工作者应该接受创生式人工智能的潜力，从而创造出更有吸引力、更符合教育学原则的体验式学习。我们提供了一个概念框架，将九个 Gen-AI 目标与教育学原则相匹配。一个为期一学期的课程实例通过促进自主性、能力和实际应用的人工智能活动说明了这一框架的作用。学生调查显示，绝大多数学生对 Gen-AI 整合有积极的看法，考试成绩也有所提高。然而，依赖性风险依然存在。文章讨论了提高批判性思维、个人成长和学术诚信的策略。总之，我们建议谨慎采用 Gen-AI 可以丰富管理教育，但对过度依赖保持长期警惕至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.