Author ORCID Identifier
https://orcid.org/0000-0003-2238-022X
Abstract
An emerging research stream in the domain of the impact of generative artificial intelligence (GenAI) on Higher Education, investigates how pedagogy is responding. Focusing on the interpretations of Business School lecturers of how GenAI is impacting on pedagogic practices, the present study proposes a conceptual framework. In depth interviews with four senior business school lecturers were analysed thematically. Findings support the potential for the emergence of novel pedagogic practices in response to GenAI, manifest as: Guiding; co-creation; personalising and challenging. Yet the complexity of the pedagogic environment leads to lecturer de-centring, resulting in pedagogic practices which are tentative in nature. Building on initial tentative practices, lecturer leveraging of relationships and feedback from enacted pedagogic practice can generate learning supportive of practice enhancement.
Theoretically a conceptual framework articulating how novel pedagogic practices can emerge is proposed. For pedagogic practice the acceptance of de-centring is acknowledged and lecturers are encouraged to engage with opportunities emerging from feedback, supported by relationship engagement. At policy level and school management level, the perceived need for and benefits of providing greater support and structure are indicated.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Recommended Citation
Kearney, Arthur and Neenan, Emer Emily
(2025)
"Enthusiastically ‘muddling through’: Business School lecturer interpretations of the impact of Generative AI on their pedagogic practices,"
Irish Journal of Academic Practice:
Vol. 13:
Iss.
1, Article 1.
doi:https://doi.org/10.21427/fha6-m052
Available at:
https://arrow.tudublin.ie/ijap/vol13/iss1/1
DOI
https://doi.org/10.21427/fha6-m052
DOAJ Index
1