From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment.

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Bibliographic Details
Title:	From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment.
Authors:	Zhou, Xue¹, Chai, Qianqian², Chilukuri, Bhuvana², Quach, Jasmine Jing Yian²
Source:	Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-25. 25p.
Subject Terms:	Generative artificial intelligence, Curriculum alignment, Ethical problems, Curriculum, Student engagement, Business education, Higher education, Effective teaching
Abstract:	While emerging literature discusses AI integration in higher education broadly, limited empirical research has examined its practical application and pedagogical impact within business school contexts. This study addresses this gap by analysing 17 cases ofGenAI adoption at a UK Russell Group university during its first year of implementation. Adopting a qualitative case study approach, the research examines current practices of AI integration into the business curriculum, along with the associated benefits, challenges, and influencing factors across cases. The findings suggest that the balance between the pedagogical benefits and associated risks of GenAI use was shaped by the degree of curriculum integration. Constructive integration cases were associated with stronger reported benefits, including student engagement, capability development, and curriculum relevance, while more ad hoc approaches appeared more vulnerable to challenges such as ethical concerns, overreliance, and inequality. The study extends the application of Biggs’ theory of constructive alignment in the context of GenAI by showing how AI can be embedded within existing pedagogical strategies without requiring full curriculum redesign. It offers both theoretical insights and practical guidance for aligning GenAI with strategic learning outcomes, supporting more coherent and sustainable adoption in business higher education. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	While emerging literature discusses AI integration in higher education broadly, limited empirical research has examined its practical application and pedagogical impact within business school contexts. This study addresses this gap by analysing 17 cases ofGenAI adoption at a UK Russell Group university during its first year of implementation. Adopting a qualitative case study approach, the research examines current practices of AI integration into the business curriculum, along with the associated benefits, challenges, and influencing factors across cases. The findings suggest that the balance between the pedagogical benefits and associated risks of GenAI use was shaped by the degree of curriculum integration. Constructive integration cases were associated with stronger reported benefits, including student engagement, capability development, and curriculum relevance, while more ad hoc approaches appeared more vulnerable to challenges such as ethical concerns, overreliance, and inequality. The study extends the application of Biggs’ theory of constructive alignment in the context of GenAI by showing how AI can be embedded within existing pedagogical strategies without requiring full curriculum redesign. It offers both theoretical insights and practical guidance for aligning GenAI with strategic learning outcomes, supporting more coherent and sustainable adoption in business higher education. [ABSTRACT FROM AUTHOR]
ISSN:	14499789
DOI:	10.53761/pc04tp05