From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment.
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| 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] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194591170 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/pc04tp05 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 1 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Curriculum alignment Type: general – SubjectFull: Ethical problems Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Business education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Effective teaching Type: general Titles: – TitleFull: From Experimentation to Integration: Embedding GenAI in Business Higher Education through the Lens of Constructive Alignment. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhou, Xue – PersonEntity: Name: NameFull: Chai, Qianqian – PersonEntity: Name: NameFull: Chilukuri, Bhuvana – PersonEntity: Name: NameFull: Quach, Jasmine Jing Yian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 2nd Quarter Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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