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There is a need to keep data protected, which is technologically feasible, she noted, but not that easy. “In the automotive industry, for instance, there’s a hybrid between the Cloud and proprietary technology, but it is prohibitively expensive for the education sector.” Plechata concurred, adding: “The big question for us is data protection and our chief technology officer is working on that at present. You need a whole team to deal with AI, trying to balance what can be done internally and what needs to be purchased”. She also noted that “AI-powered transcription services for lectures and business meetings, such as Otter, are immensely helpful”. innovation at Imperial College Business School and Rosie Loyd, founders’ associate at Tutello, jointly presented a session on how AI will impact management education, drawing on conclusions from research being conducted by Lefevre together with Mairead Brady from Trinity College and Martin Fellenz from IMD. Lefevre began by referencing the current applications of AI that already exist outside of Predicting the future of AI David Lefevre, professor of practice in digital higher education, such as medicine, climate science, robotics and automated manufacturing. He then
asked delegates to imagine what it would be like if all participants within the education system were given a team of assistants that could help them with curriculum development, schedule management and the creation of teaching materials. Another application is AI for analytics, enabling schools to understand precisely how their educational system works in real time via deep insights, feedback and reporting. Algorithmic management is a further example whereby AI could assist with workload management, including programme administration and career placement. Tutello is attempting to implement AI tutors on knowledge-based systems, ie human assistants plus generative AI. The first challenge that the company encountered revolves around hallucinations; it has countered this by using factors such as correctness, answer relevance, contact adherence and custom metrics. The second challenge is to do with privacy and data. However, as Loyd pointed out, Tutello does not train or fine-tune the models using a university’s data, as all the data is either attached to the tenant itself or specific users of the system, which means that if the user is removed, then the data is erased with it. Tutors provide AI support in the same way as they create course materials; they monitor and optimise the support as courses are delivered and help students when AI is insufficient. Lefevre touched on the concept of a “three-way conversation with AI, keeping humans in the loop, so students feel they are getting personal attention, as that is what offers value and differentiates business schools from alternative providers”. Teaching business through challenge learning Ronan Gruenbaum, global director of undergraduate learning and development at Hult International Business School, began his talk by referencing how business schools across the world are under pressure to prove value to students, given that it can cost almost $150,000 to do an MBA in the US. Gruenbaum then discussed AI in the workplace and which jobs are AI-proof, noting that the technology is unlikely to replace roles requiring human skills such as judgement, creativity, physical dexterity and emotional intelligence. According to the World Economic forum’s Future of Jobs report 2023, roles in academia such as classroom teachers, education administrators and professors are less likely to be replaced by AI since these positions involve interpersonal communication, adaptability and emotional intelligence. “What sets us apart from the robots?” asked Gruenbaum. One trait is intuition, followed by empathy, emotional intelligence and creativity.
Company Game Nuno Arroteia is an assistant professor of entrepreneurship and innovation at the University of Bradford School of Management and scientific board member at an academic journal called Company Games & Business Simulation . His session explored how competency assessment processes can be enhanced through the integration of gamification and AI. Current challenges regarding the use of simulations in teaching include the way they often operate in isolation from other course materials; the lack of real‑world context; and a failure to provide students with timely feedback. Arroteia noted that assessing the competence profile of students on entering and leaving university is an excellent way to see how they are evolving. Company Game has developed a system that gives universities a detailed report on the development of their students from a competence point of view. Using Bradford as a case study, he looked at the current academic year with 1,000 students and 11 courses using the system. The coming academic year (2024/5) will see numbers double to 2,000 students, over 14 courses and 16 programmes, resulting in savings of £30,000. Company Game has integrated artificial intelligence into its simulators in order to help teachers analyse the results in the classroom through a report generated with AI assistance. AI avatars support learners and help them analyse results via a report, something described as “maximising the teachers’ time while propelling student focus and achievement”.
Company Game is equipping universities with technology to boost student assessment
Victor Hedenberg, membership director of AMBA & BGA, chaired a panel on the ubiquitous concept of AI in higher education
22 | Ambition | SEPTEMBER 2024
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