In the evolving landscape of higher education, the arrival of generative AI tools like ChatGPT has sparked intense debate. Is it a shortcut undermining academic integrity? Or is it a legitimate aid, akin to a calculator in mathematics or Grammarly in writing? As an MBA student and academic leader, I believe the truth is more nuanced — and that the responsible use of ChatGPT can enhance, not erode, academic value.
ChatGPT as an Academic Copilot
Generative AI can process vast amounts of information, offer structured insights, and help students and researchers alike translate ideas into clear, logical arguments. For example, in the context of my MBA, I’ve used ChatGPT to:
- Distil academic theory into digestible summaries (e.g. Porter’s Five Forces, Lean Thinking),
- Brainstorm new approaches to problem-based assignments and case studies,
- Clarify confusing feedback from tutors by reframing comments in plain English,
- Improve time efficiency in drafting reports, planning presentations, or outlining research questions.
The result? More time for reflection, deeper understanding of frameworks, and improved articulation of my own original ideas.
Academic Integrity and the Justification for Use
The key, of course, lies in how you use it. ChatGPT is not a replacement for thinking — it’s a thought partner. It doesn’t generate original data, perform empirical research, or critique your logic unless prompted carefully. Academic misconduct only arises when AI is used deceptively — passing off its outputs as unmodified personal work or using it to bypass critical thinking.
But when used transparently and thoughtfully, ChatGPT becomes an instrument of intellectual scaffolding. In fact, its justifiable use aligns with key educational principles:
- Bloom’s Taxonomy: AI can support lower-order tasks (knowledge recall, comprehension), freeing students to focus on analysis, synthesis, and evaluation — the real markers of postgraduate education.
- Constructivist Learning: AI can aid knowledge construction by modelling responses and prompting metacognitive reflection (e.g. “Why does this suggestion work?”).
- Inclusivity: For neurodiverse students, non-native English speakers, or professionals returning to study, tools like ChatGPT can reduce barriers and level the playing field.
I’ve found some interesting areas to improve my time efficiency using ChatGPT and that is with my MBA portfolio. It was a shock to learn about the apprenticeship mapping I had to do (see here) but to save some time, I asked ChatGPT to review my activities and map them to the curriculum. The advantage being that I ensure that every activity is appropriately mapped and I don’t miss any criteria out. This not only helps me administratively but also gives me more opportunity to reflect on the implications and interpretations of what I do.
A Call for Educator Adaptation
Rather than banning AI tools outright, universities should teach students how to use them critically. Assessment methods will need to evolve — with more emphasis on oral defence, iterative drafts, reflective commentaries, and real-world application.
In our data-driven world, AI literacy is fast becoming a core business skill. The MBA isn’t just about what we know, but how we think, evaluate, and lead. Learning to work with ChatGPT is part of that.
But caution is needed, as LLMs can often be inaccurate and have been known to give incredibly reassuring sounding but inaccurate advice. Which in a way means you have to be even more diligent with your work to ensure that there are no errors.
Conclusion: Augment, Don’t Abdicate
Using ChatGPT in academia is justifiable — and even desirable — when grounded in purpose, transparency, and reflection. Like any tool, it can be misused. But with the right guardrails, it empowers learners to think more deeply, write more clearly, and engage with complexity more confidently.
AI won’t replace human judgement, but it will reshape how we apply it. And that, for the modern MBA student, is not a threat — but a competitive advantage.