Business schools are recognising the transformative potential of GenAI – because ultimately, it helps students solve the challenges of tomorrow, says Lily Bi of AACSB International
Generative artificial intelligence (GenAI) models like ChatGPT are transforming productivity in the business and management education sector. The potential of this technology for innovation and disruption has sparked cautious optimism in some and clear apprehension in others.
As the world’s foremost accrediting body for business schools, AACSB International conducted surveys of deans and faculty at leading institutions in more than 50 countries to gain deeper insights into how they are navigating the rapid development of GenAI.
Overall, openness to using this new technology is widespread, with 84% of deans and 80% of faculty reporting that they embrace the idea of using GenAI in their work. However, deans typically demonstrate a more optimistic outlook, and respondents across both groups identify areas of concern.
AI is viewed by many as a double-edged sword, capable of both positively and negatively impacting creativity, innovation, critical thinking, and problem-solving capabilities. This dual perspective highlights the crucial role faculty play in seamlessly incorporating this technology into the classroom in a thoughtful way that benefits students. The design and delivery of courses must adapt quickly, embracing the advantages AI provides in enhancing learning efficiency.
Despite the challenges, GenAI promises greater efficiency and adaptability for schools that can implement it safely and ethically. Its advanced data-processing and content-generation capabilities can help streamline administrative or routine tasks, update course materials and curricula, and develop interactive learning experiences – imagine the possibilities for student engagement by organising an in-class debate against an AI.
Rising demand for training
The potential for using this technology innovatively in teaching is tied to faculty confidence and proficiency. Our survey shows that only 7% of faculty members consider themselves experts in implementing GenAI in the classroom.
Of this group, 71% have been in a faculty role for 15 years or less, suggesting that newer recruits may be more comfortable working with this technology in a teaching environment. This correlation underscores the importance of building faculty confidence and familiarity with GenAI so they can integrate it more effectively for the benefit of students.
Both faculty and deans are turning to a mix of training approaches to build their literacy with GenAI tools. Self-taught learning through tutorials, hands-on practice, and videos is the most popular approach, but there is also widespread enthusiasm for guided, collaborative learning experiences such as workshops and seminars.
However, only 7–10% of faculty and deans have pursued a formal course or certification. The apparent niche nature of obtaining such qualifications suggests untapped potential for robust, credential-led learning pathways catered to training teaching and research staff, as well as deans and other senior leaders at business schools.
“Clear guidelines for ethical application are becoming more common”
Standardising best practices
Regardless of the training approach business school staff prefer, the ethical, privacy, and integrity implications of using GenAI in teaching and research remains a concern.
As institutions develop a deeper understanding of how this technology can be misused, clear guidelines for ethical application are becoming more common. Around 47% of deans report that their school follows an AI or GenAI policy, and 95% of these policies include guidelines for the ethical use of AI by students. Many deans report frameworks that also outline ethical use for faculty and staff, as well as support for data protection and privacy.
Among schools currently without GenAI policies, 36% are exploring the possibility of developing one, and 25% are actively working on policy development, signalling that the sector as a whole is moving towards a more regulated approach to implementing AI both in and out of the classroom.
As this situation evolves, consistent communication between schools will be crucial so that policies promoting responsible practices can be standardised. Effective coordination and knowledge-sharing will help schools continue developing best practices while also innovating and finding new ways for this technology to make their institutions more agile and enhance their academic offerings.
Across the industry, business schools will benefit most from collective efforts rather than isolated initiatives. AACSB continues to play a vital role in fostering this collaboration by connecting schools with AI trailblazers across the worlds of business and academia.
We are committed to helping the higher education sector navigate the evolving role of GenAI by developing new resources like the AACSB AI Use Case Hub, which provides actionable guidance for deans, administrators, and faculty on how to best leverage AI tools to meet and maintain the quality of teaching, research, and societal impact required in our accreditation standards.
Looking to the future
GenAI technology is evolving rapidly, and business schools are racing to keep up with new developments to continue delivering relevant, immersive learning experiences for students.
The most common strategies involve integrating GenAI modules into existing courses, forming collaborations across academic disciplines to explore new opportunities for innovation, and allocating funding for GenAI initiatives. Some schools are also creating new full-time faculty positions and degree or non-degree programmes in AI, but these remain relatively rare. The same applies to schools restructuring or contracting GenAI experts, and almost no deans report creating departments specifically focused on GenAI. Yet, in the spirit of innovation and continuous improvement, schools and faculty are exploring this technology with an open mind, seeking ways to enhance their work, boost productivity, and prepare students to solve the challenges of tomorrow.
About the author
Lily Bi is President and CEO of AACSB International
Further reading
This article was first published in Business 4.0