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Generative AI in Business Education: Acceptance paradox from Students and Professors

Author

Listed:
  • Emmanuel Houze

    (MRM - Montpellier Research in Management - UPVD - Université de Perpignan Via Domitia - UM - Université de Montpellier)

Abstract

The rapid advancement of generative AI tools in recent years has led to their widespread adoption across both corporate and academic spheres. However, academic research has struggled to keep up with this rapid progress, posing challenges for business school prepare the students in understanding how AI has been contributed to business practices. While the use of these technologies among professors remains inconsistent, students demonstrate a paradoxical trend: they widely use and seem more proficient in key technologies of a technological and economic revolution compared to the professors. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model, this research aims to analyze the different factors leading to the acceptance of the generative AI most used by students and teachers, ChatGPT by using a qualitative approach based on interviews with professors and students. The different perceptions from both parties can lead us to consider the place of technology differently. The results revealed that the technological and social levels are too intertwined and need to be analyzed as a whole, as Leonardi recommends with the sociomateriality approach. This research suggests concrete implications for business schools on how to better integrate generative AI in their educational design.

Suggested Citation

  • Emmanuel Houze, 2024. "Generative AI in Business Education: Acceptance paradox from Students and Professors," Post-Print hal-04795309, HAL.
    • Handle: RePEc:hal:journl:hal-04795309
    as

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