Data points When it comes to the use of AI, business schools are moving steadily from vaunted potential to practical implementation. Tim Banerjee Dhoul explores exclusive new research that highlights where the technology is being deployed, as well as the forces driving adoption and the barriers left to overcome
implementation strategies. Among those polled, 78 per cent described “being proactive in designing forward-looking programmes and learning activities” as a very or extremely important factor in their institution’s moves to adopt the technology. This compares to 74 per cent who cited “improving student learning and educational quality” and 77 per cent who cited “responding to changing expectations from students, employers and other stakeholders” as very or extremely important factors. The number selecting “strengthening competitiveness and market positioning” as a very or extremely important factor was notably lower, at 57 per cent. Meanwhile, limited resources, a lack of clear policies or guidance and the capabilities of staff and faculty are all high on the list of barriers to AI adoption identified by survey respondents. However, the number one challenge among business school leaders is “concerns about issues related to academic integrity”, with 53 per cent citing this as a significant or major barrier.
rtificial intelligence (AI) is being used in teaching and learning design far more than any other
After all, the picture of AI’s implementation in higher education is one that is constantly evolving, with AMBA & BGA’s data supporting the view that use cases will continue rising. When asked to describe their current stage of adoption, for example, 44 per cent of respondents said AI is “used in selected areas and/or programmes” while 29 per cent preferred to select that its use is “being explored through small pilots”. Just 18 per cent went as far as to say that “AI is widely integrated across the institution” at the present moment in time. Moreover, while around a quarter of leaders (24 per cent) described the extent of AI use at their institution as already being either high or very high, a slightly higher proportion described it as being low or very low (28 per cent). Almost half (49 per cent) described it as being moderate. ADOPTION FACTORS The need to future-proof offerings and remain relevant in a changing landscape appears to be the biggest driver of AI
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area of business schools’ activities and operations, according to new research into the AMBA & BGA networks. In a survey of 114 school leaders – of whom more than half were either deans or programme directors – 87 per cent said the technology is currently used in this way; more than three times the proportion (28 per cent) of those who say their school is using AI as part of efforts around student support or guidance. The other most popular current applications of AI are to be found in the areas of assessment and feedback (cited by 52 per cent of leaders), research support (50 per cent) and marketing and communications (44 per cent). While the number of schools that have already rolled out, as reported by leaders, the use of AI in admissions and recruitment (19 per cent) or in career services (17 per cent) is far lower, these are still significant proportions given how nascent available tools and techniques remain.
14 Business Impact • ISSUE 5 • 2026
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