For example, digital content creation in the marketing domain can be automated through generative AI, based on the input provided by a human worker. The role of the human in this case will be to first train the system to acquire domain expertise so as to identify good quality datasets suitable for the task in hand. Next, the response of the system needs to be evaluated, ie whether it conforms to social values and if is derogatory or discriminatory towards the target audience. Finally, the human must act as an editor (rather than content creator) to finalise the content to be published in the public domain. It is clear to see that domain expertise will play a significant role in the training of AI systems with suitable data sources. This involves working with those systems, verifying the quality of automated responses, revising the responses as required and teaching corrections to the algorithms, while ensuring they comply to the norms of human values, morals and ethics. These roles will also require the application of human ‘higher order’ thinking skills such as analysis, synthesis, evaluation, comparison, comprehension, the ability to reason, intuitive intelligence and the honing of critical thinking to ensure the quality, accuracy, reliability and credibility of the ChatGPT responses. Such responses could have significant financial and reputational consequences for business organisations. For example, Google shares lost $100 billion due to an inaccurate response from Bard (the Google AI chatbot) on Twitter during a demonstration in February this year. This shows that humans will need to have specific skills to work with and utilise ChatGPT-like systems and the former will play a pivotal role in preventing reputational risks and misinformation that could cause societal harm. Evolving instead of banning The best way to understand the capabilities and limitations of ChatGPT is to use it, which will help teachers to promote cautious and responsible use of the tool and students to cultivate the skills necessary in their future careers, such as training, correcting, managing and maintaining conversational AI chatbots. Banning the use of ChatGPT to preserve academic integrity is neither realistic nor helpful; instead, it will result in us not learning anything about how such technology evolves. Similarly, replacing essays and exams with hand-written assessments is not feasible, especially in hybrid and online learning modes. Teachers should rethink, reimagine and evolve their teaching practices and assessment formats. A teaching session is a blank canvas to be filled in with content, context, practices, strategies and interventions, inspired by creativity, to enhance students’ skills, knowledge, learning experience and expectations. Teaching in the digital age is all about finding hooks to engage, motivate and inspire students over a long period of time. Instead of changing the type of assessment (eg essays), teachers should change the context and design something original. This could take the form of providing case studies based
However, with the capabilities of ChatGPT in the educational space and around the clock availability, it has become the new ‘wingman’ in helping students to ace their assessments. This has drawn much attention from the education sector, with some concerned academics branding the tool as ‘the doom of education’ and ‘the future of cheating’. Moreover, ChatGPT can also discourage students from learning, applying learned concepts and reflecting on what they have learned, as they can get straight answers to questions very quickly and in a language that is easy to understand and digest. While the bot can facilitate personalised learning, the authenticity of the answers is questionable. Since LLMs such as ChatGPT predict a sequence of words to form a meaningful sentence with almost no understanding of the context, they can provide inaccurate information and fake sources, misleading students. While cheating is one issue, misleading students with incorrect information is a much bigger challenge facing institutions. Collaboration at work While much of the discussion around ChatGPT has revealed its impact on academic integrity, the real problem is how to train students for the jobs of the future, where sophisticated AI technologies will co-exist with humans in many roles. Organisations that deploy advanced AI systems will need employees who are able to work with those systems. Humans will need to have specific skills to work with and utilise ChatGPT-like systems
ChatGPT will disrupt the job market as business organisations in every sector start to deploy the
technology. Business processes and practices will be redefined, which in turn will redefine the roles, responsibilities and tasks of human workers, with many jobs simply ceasing to exist. Business schools, therefore, need to rethink and re-evaluate the knowledge, skills and competencies that students must cultivate to remain relevant and employed in their future workplaces.
16 | Ambition | JUNE 2023
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