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Business & Finance

Designing an AI-Driven Curriculum for Employable Business Students: Authentic Assessment and Generative AI


The advent of generative AI tools calls for a radical transformation in educational strategies and instructional methodologies. This initiative, seeking research funding, strives to immerse students in the application of generative AI tools like GPT-3 within their curriculum, cultivating a thorough understanding and vital skills for future work environments (Centre for Teaching and Learning, 2023; Dwivedi et al., 2023). 

 AI’s integration into Higher Education Institutions (HEIs) is set to revolutionize educational practices, though it presents significant challenges. There’s a crucial need to create use cases that embed AI literacy into students’ skill sets, preparing them for the rapidly changing job market (Ivanov, 2023). However, academics are independently implementing AI in curricula without fully grasping employer and student needs (Plewa et al., 2015). Generative AI offers business students unique educational opportunities. However, educators face the challenge of preparing students for advanced technology use in their future careers while managing its impact on traditional assessment and classroom practices (Peres et al., 2023).  

 Developing relevant generative AI use cases which foster employability and enhance the student experience is a major challenge for HEIs (Ivanov, 2023). Moreover, integration which strikes a balance between developing technical skills, and crucial soft skills like critical thinking and creativity is increasingly vital (Acar, 2023; Dwivedi et al., 2023). Therefore, there is a growing call for academia to consider how AI is integrated into courses and curricula, ensuring students are simultaneously trained in its effective use (Pavlik, 2023). 

 Building on a prior study of marketing employers’ perspectives of the generative AI skills employable graduates should have, recent research from the Careers team, and staff perspectives on generative ai in the business curriculum, this project aims to involve students actively in the co-creation of the curriculum, integrating generative AI tools in a meaningful manner. The objectives include: 

  1. Understanding the challenges and opportunities for generative AI integration into the business curriculum from the perspective of employers and academics. 
  2. Developing relevant use cases for generative AI in educational settings that contribute to employability. 

This co-created project includes eight student co-creators (current members KBS20 student co-creation panel) acting as consultants, co-researchers, and pedagogical co-designers, ensuring a multifaceted perspective and comprehensive integration of generative AI into the curriculum (Bovill et al., 2016). The students will work with 3 student research assistants and KBS faculty from Marketing and the Careers team.  


Planned activities include: 

  1. Co-analysis of secondary data on of  
  1. employer’s perspectives of the generative AI skills employable graduates should have. 
  1. staff perspectives on generative AI integration into the curriculum. 
  1. Co-design of learning and teaching within specific areas of the curriculum, focusing on both content and skills development, and exploring ways of thinking and practicing in the discipline.  

 Short term, evaluation of this project will hinge on development of relevant use cases enhancing employability and effective integration of generative AI tools in the curriculum. Longer term success will be measured by the depth of AI literacy embedded in students' skill sets and their readiness for future work environments. 


Project status: Ongoing

Principal Investigator