Business students’ perceptions of Dutch higher educational institutions in preparing them for artificial intelligence work environments

Abdelwahab, Hanna Rahma; Rauf, Abdul; Chen, Dadi

doi:10.1177/09504222221087614

Cited by 22 publications

(9 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A study of the use of chatbots in business education also reported favourable user feedback with students citing positive learning experience due to chatbots' responsiveness, interactivity, and confidential learning support (Chen et al, 2023). Most students agreed that AI have a profound impact on their disciplines and future careers (e.g., Bisdas et al, 2021;Gong et al, 2019;Sit et al, 2020) and expressed an intention to utilise AI in their learning and future practice (e.g., Bisdas et al, 2021;Lee et al, 2022), and thus viewed integration of AI as an essential part of university curricula (e.g., Abdelwahab et al, 2022;Bisdas et al, 2021;Gong et al, 2019;Yüzbaşioğlu, 2021).…”

Section: Student Perceptions Of the Use Of Genai In Higher Educationmentioning

confidence: 99%

Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

Chan

2023

Int J Educ Technol High Educ

322

View full text Add to dashboard Cite

This study explores university students’ perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs’ 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students’ perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students’ perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education.

show abstract

Section: Student Perceptions Of the Use Of Genai In Higher Educationmentioning

confidence: 99%

Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

Chan

2023

Int J Educ Technol High Educ

322

View full text Add to dashboard Cite

show abstract

“…Several publications were identified that looked into student perceptions of GenAI, which included Abdelwahab et al (2023), Banihashem et al (2023), andMartín-Ramallal et al (2022). Even though these studies are grounded in different contexts, i.e.…”

Section: Effects Of Genai On He Student Learningmentioning

confidence: 99%

A Systematic Review of Generative AI and (English Medium Instruction) Higher Education

Bannister,

Santamaría-Urbieta,

Alcalde-Peñalver

2023

AULA_ABIERTA

View full text Add to dashboard Cite

This systematic review investigates the current state of research on Generative Artificial Intelligence (GenAI) and its implications for (EMI) Higher Education. The study employs a methodology based on an evidence-informed and theoretically credible framework to answer two research questions: (1) What studies of relevance to (EMI) Higher Education have been published thus far, considering the most recent developments of GenAI? and (2) Which key areas are currently lacking in extant literature and in need of further scholarly exploration in this regard in (EMI) Higher Education research? The results of the study reveal a limited number of pertinent publications, indicating a sparse scholarly landscape with a dearth of work on the implications of Generative AI in EMI Higher Education. Based on these findings, preliminary recommendations have been made to guide future research in this area. This study contributes to the literature by highlighting the need for further research on the potential of GenAI to enhance the teaching and learning experience in (EMI) Higher Education and provides a theoretical framework to guide future research. These findings may inform researchers and educators interested in exploring how GenAI may be leveraged from different educational perspectives.

show abstract

“…The era of AI presents both challenges and opportunities for education [33,34]. With the emergence of new learning channels, such as learning management systems based on digital textbooks, personalized learning through big data analysis, interactive technologies utilizing voice recognition and speech synthesis, and chatbots driven by natural language processing, the majority of AI technologies have educational and instructional applications [35,36].…”

Section: Students' Perception Of the Usefulness Of Ai In Their Studymentioning

confidence: 99%

“…Abdelwahab et al [34] in their study on 95 students from 27 higher education institutions (HEI) in the Netherlands found that students and graduates studying at HEIs in the country generally believe that their knowledge and understanding of AI are inadequate to grasp its potential impacts on their future careers. Therefore, the following hypothesis is proposed: H3.…”

Section: Students' Perception Of Work Skills For the Futurementioning

confidence: 99%

Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences

Tominc

Rožman

2023

Education Sciences

View full text Add to dashboard Cite

The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education institutions themselves, which educate in the field of economic and business sciences, as well as to curriculum designers. First, we utilized descriptive statistics to analyze the responses for each construct among undergraduate and postgraduate students. In the second part, we employed the Kolmogorov-Smirnov and Shapiro-Wilk tests to assess the normality of data distribution. Finally, in the third part, we employed the non-parametric Mann-Whitney U test to identify the differences between undergraduate and postgraduate students. The results show that statistically significant differences can be identified especially in how students of both study levels see and understand the importance of AI. Although we did not identify significant differences between students of both levels in how they see their role in the future labor market, which will be (or already is) characterized by artificial intelligence, we must emphasize that students of both levels evaluate their roles modestly in this respect. Therefore, on this basis, we have made recommendations for more active development and integration of AI in the study process; the article presents important suggestions for improving education to prepare students for the business world of artificial intelligence.

show abstract

Business students’ perceptions of Dutch higher educational institutions in preparing them for artificial intelligence work environments

Cited by 22 publications

References 41 publications

Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

Students’ voices on generative AI: perceptions, benefits, and challenges in higher education

A Systematic Review of Generative AI and (English Medium Instruction) Higher Education

Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences

Contact Info

Product

Resources

About