ARTIFICIAL INTELLIGENCE
ethics a safe environment in which to navigate and reflect on complex conversations. In turn, this enhances their interpersonal and analytical skills. Additionally, the creation of quizzes and course plans through AI can streamline educators’ workload, allowing them to dedicate more time to interactive and student-centred learning activities. For non-English speakers, ChatGPT’s ability to translate material and provide explanations in multiple languages can democratise education, making knowledge more accessible to a diverse student body and fostering an inclusive learning environment. Moreover, employing LLMs to encourage critical thinking by posing open-ended questions and prompting students to evaluate information critically can prepare them for the complexities of the real world. This approach not only sharpens their analytical abilities, but also teaches them to navigate the vast sea of information with a discerning eye. By embracing such strategies, educators can revolutionise pedagogy, making it more engaging, inclusive and e ective in developing well-rounded individuals equipped to face the challenges of the future. This transformation of pedagogy requires a willingness to experiment and adapt, recognising the potential of AI as a tool for enhancing education rather than as a threat to traditional teaching methods. Forging ahead with a strategic GAI vision At Neoma Business School, our ‘test & learn’ methodology, introduced six years prior to OpenAI’s launch of ChatGPT, resulted in a comprehensive examination of this technology within the field of education by the end of 2022. To address operational changes and ensure that the institution’s strategic vision remains aligned with generative AI capabilities, an all-encompassing task force was established early last year. The objective of this interdisciplinary group was to strike a balance between human and technological intelligence, so that students could make an informed choice when it came to using AI tools in their coursework. Additionally, a comprehensive evaluation of the potential for ‘GPT-isation’ of assessments in the school was conducted as part of this initiative, which ensured a rational approach and prompted the redesign of assessments as required. We concluded the process of educating our designers and instructors on the impact of AI on pedagogy by co-ordinating several conferences, workshops and mandatory training sessions. Our entire 10,000-strong student community has access to a badged and specialised online course on GAI and the craft of prompt engineering, which further engages them. In February this year, international accreditation body AACSB granted formal recognition of this comprehensive course of action. Consequently, I propose that the potential benefits of utilising generative AI in education be taken into account. By facilitating academic work that is more precise, concrete and inclusive, as well as by providing novel, more tailored and accurate teaching and assessment methodologies, such technology has the potential to substantially enhance the current calibre of instruction, thereby stimulating educational innovation.
BIOGRAPHY
Alain Goudey is one of France’s leading specialists in disruptive innovation in management and the uses of AI in business and education. He is associate dean for digital at Neoma Business School, based in Mont-Saint- Aignan in northwestern France. Goudey is the co-author of several books and has published his academic work in both France and abroad in a number of scientific journals, including the International Journal of Research in Marketing and the Journal of Retailing and Consumer Services . His areas of research are the adoption of disruptive technologies, digital transformation and technologies for education. He holds a PhD and an HDR in Management Sciences from the Université Paris-Dauphine
Ambition MAY 2024 | 27
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