How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2024-10-15 DOI:10.1016/j.ijme.2024.101070

Shashank Gupta , Rachana Jaiswal

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引用次数: 0

Abstract

This study investigates factors influencing artificial intelligence (AI) competencies in higher education for sustainable development using learning theories. Utilizing a mixed-method approach, it analyzes responses from 525 students and interviews with 35 faculty members from five Indian universities. The study employs confirmatory factor analysis (CFA) and structural equation modeling (CB-SEM) to explore relationships between various learning approaches and AI competencies. Findings indicate that collaborative learning, problem-solving, and cognitive competence significantly contribute to AI proficiency. Human-tool collaboration and self-learning also enhance students' understanding of AI concepts, fostering strategic decision-making in business contexts. Additionally, thematic analysis from qualitative interviews identifies critical themes for developing an AI curriculum framework, including curriculum design, pedagogical strategies, ethical considerations, and global perspectives. The research provides an integrated theoretical model and offers practical recommendations for enhancing AI education, emphasizing the importance of interdisciplinary collaboration and ethical AI usage in management education.

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如何提高未来领导者的人工智能能力？多方利益相关者互动的启示

本研究利用学习理论调查了影响高等教育中人工智能（AI）能力的因素，以促进可持续发展。研究采用混合方法，分析了来自印度五所大学的 525 名学生的回答和对 35 名教师的访谈。研究采用了确证因子分析（CFA）和结构方程模型（CB-SEM）来探讨各种学习方法与人工智能能力之间的关系。研究结果表明，协作学习、问题解决和认知能力对人工智能能力有显著的促进作用。人机协作和自学也增强了学生对人工智能概念的理解，促进了商业背景下的战略决策。此外，通过对定性访谈进行主题分析，确定了开发人工智能课程框架的关键主题，包括课程设计、教学策略、伦理考虑和全球视角。研究为加强人工智能教育提供了一个综合理论模型，并提出了切实可行的建议，强调了管理教育中跨学科合作和合乎道德地使用人工智能的重要性。

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

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.