Examining, Teaching, and Learning in the Age of Generative AI

Illustration: EFMD Global Focus, 2023, Iss.2 Vol.17, p. 22

"A typical and intuitive first reaction of educators to new technologies challenging traditional ways of teaching is often to ban them or to constrain their use."

Abstract

As generative artificial intelligence (GAI) continues to advance, increasingly powerful tools are developed for professionals in various industries, enabling them to economize on time, perform complex analyses and even be “creative.” As a result, institutions of higher education (IHE) must prepare students to effectively utilize these tools. However, achieving this goal presents a challenge, as IHEs must navigate the task of defining appropriate teaching methods while also ensuring that students do not misuse GAI tools in their coursework. The integration of GAI tools into higher education poses a significant challenge as traditional forms of teaching and examination may become dysfunctional. Examples of colleagues testifying that GAI-generated essays would get at least a “pass” are abundant by now. To effectively teach the competences necessary to create value with and beyond GAI and prepare students for careers in a the new world of work, IHEs must reassess their models of teaching and examination and, therefore, faculty development. This should be done with a clear strategy regarding the role of IHEs in education.

Read the full article here.

About the Authors

Thomas Bieger is Professor of Business Administration and Director of the Institute for Systemic Management and Public Governance at the University of St. Gallen. He served as the university’s President between 2011 and 2020.

Martin Kolmar is Professor of Economics and Director of the Institute for Business Ethics at the University of St. Gallen.

Published in

Global Focus - The EFMD Business Magazine | Iss.2 Vol.17 | 2023