INTERVIEW WITH THE DEAN
The University of Glasgow boasts a rich history but the Adam Smith Business School faculty is firmly focused on the future
The management education sector is truly international, but do you believe there are specific challenges that UK-based business schools are facing? “There certainly are – the position that the previous UK government took around visas is especially challenging and makes it difficult to attract and welcome international students to come here to study and contribute to the UK economy. It makes little sense to me, given the significant contribution that the UK higher education sector makes to With the ongoing geopolitical unrest around the world, climate change concerns and socio‑economic uncertainty, how optimistic do you feel about the future of the business school sector? the British economy, to have implemented such a restrictive policy.” “I remain upbeat and positive; after all, nothing stays the same for ever – change is inevitable. I am optimistic that business schools will continue to both adapt and respond well in the context of preparing for future changes and challenges. “Indeed, change is the only constant and I think by embracing that, business schools can interact with (rather than merely react to) to the world around them. They will evolve and continue to provide access to leadership education that is relevant, vital and which makes a positive contribution to the world around us.”
“Our students will graduate into an AI-augmented world. As such, we have a responsibility to prepare them properly for that, providing the space to experiment with AI and understand its potential in an ethical way. We are actively reviewing our approach to more meaningful assessment and finding ways for students to develop critical thinking, analytical skills, decision-making and good judgement through their use of artificial intelligence. Generative AI tools can be used to produce artefacts
for comparison purposes – this is something that can be done both inside and outside the classroom. “Inside the classroom (and possibly for in-course assessment), faculty can ask students to produce an artefact via generative AI (eg an essay or business
“MBA participants can become impactful and influential future leaders if they understand and embrace creativity, entrepreneurship and innovation”
plan) and then enable them to work in groups to present and critique it. Assessment could be based upon what they can improve or extend beyond what has been created – or indeed, what mistakes are present in the generated response. “To overcome the unreliability of information that AI tools can produce, making a comparison against another trustworthy source is key. This can be replicated for assessment that has to be undertaken outside of the classroom. Evidence of the AI content can be appended to the submission so that students show how they have used it.”
Ambition | SEPTEMBER 2024 | 15 Ambition | OCTOBER 2024
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