ROUNDTABLE REVIEW
PANEL PARTICIPANTS
using ChatGPT before we formulate our own answer as a group. Then, in some of their assessments, I will give a question and answer provided by ChatGPT and request a critique.” Nicolas Forsans “We’ve got a system called the learner engagement activity portal (LEAP). Whenever students go to a lecture, they tap a card onto a reader that registers their presence. It also registers when they log on to the library website, whenever they submit assignments and so on. That is powered by AI and it produces an engagement score. It then sets a threshold, let’s say of less than 40 per cent, to identify anybody who may be in danger of dropping out and that prompts a meeting with the personal tutor. “This is very helpful because when you’ve got 400 students in a BSc programme, or even 80 in an MBA programme, it’s hard to keep track of who’s turning up and who’s not. We don’t know what’s happening in their lives. This system has been around for a few years. We need to enhance it and make it a little more intelligent, perhaps to help us identify areas in which students may need more personalised support.” Diana Limburg “Writing assessment briefs that are fully accessible is hard and I think you could train AI to pick up on the things that catch people out, either because they’re from a different language background, or because they have dyslexia, dyscalculia or anything like that.” Cristina Sambrook “During an MBA consultancy project, I told my students that, traditionally, they’d have to gather lots of information in a week and be critical with any related reports produced. This is a hugely challenging ask on a person’s time, so they used ChatGPT to help gather data. The students then analysed the data themselves because the project is a real case study and ChatGPT is unable to provide that kind of input. Combining the use of technology with human analysis in this way could be a good opportunity.” How do these technologies impact on methods of assessment? What changes are you making, or planning to make? Cristina Sambrook “I held a focus group of around 30 MBAs and only five of those students thought using ChatGPT in their studies would be wrong. Many of the other students indicated they had already used it – to help them write personal statements for job applications, for example. Some may also have submitted essays using ChatGPT in the past six months and this makes it more difficult to verify what they should have been learning during that time.” Ronan Carbery “One of the things we do is to tell students that by over-relying on this [technology], they’re silencing their own voice.”
CHAIR Tim Banerjee Dhoul Content editor, AMBA & BGA
DELEGATES
Ronan Carbery Head of graduate studies for the College of Business & Law and executive MBA programme director at Cork University Business School
Nicolas Forsans MBA director at Essex Business School, University of Essex
Oksana Gerwe MBA director at Brunel Business School, Brunel University London
Richard Hodgett MBA director at Leeds University Business School
Donald Lancaster MBA director at University of Exeter Business School
Diana Limburg MBA director at Oxford Brookes Business School, Oxford Brookes University
Pauline Parker MBA and executive education director at Kingston Business School, Kingston University
Cristina Sambrook Executive MBA director at Birmingham Business School, University of Birmingham Sir Eric Thomas Member of the Studiosity UK Academic Advisory Board and former vice-chancellor of the University of Bristol Mark van der Veen Director of the Graduate School of Business at Amsterdam Business School, University of Amsterdam Javier Yanez-Arenas MBA director at Adam Smith Business School, University of Glasgow
Ambition JULY/AUGUST 2023 | 17
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