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Cited by 124Artificial Intelligence in EducationArtificial Intelligence in Healthcare and EducationArtificial Intelligence Applications

Redefining entrepreneurship education in the age of artificial intelligence: An explorative analysis

Open access
Vecchiarini, Mariangela, Somià, Tatiana·2023·The International Journal of Management Education
DOI 10.1016/j.ijme.2023.100879
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Abstract

AI-powered chatbots, such as ChatGPT, have gained significant attention in the education field due to recent advancements and growing popularity. This article investigates the potential uses of ChatGPT in higher education, specifically within entrepreneurship courses, and explores the benefits and challenges associated with its implementation. To address the need for further research on the use of AI in business education, a survey was conducted among undergraduate students enrolled in entrepreneurship courses. The survey focused on students' awareness and usage of ChatGPT, perceived benefits and limitations, and integration strategies for this tool into entrepreneurship courses. As entrepreneurship education evolves alongside AI advancements, AI technologies like ChatGPT can play a transformative role in various activities, from idea generation, to crafting a business model, writing a business plan, or conducting customer interviews. The study's results indicate that ChatGPT has the potential to streamline processes, increase students' efficiency, and support certain types of creativity. The article also addresses concerns regarding ChatGPT accuracy and reliability, emphasizing the importance of using it critically. This research contributes to the understanding of how AI can enable entrepreneurship education and provides valuable insights for educators, students, and institutions seeking to leverage AI in the classroom.

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Crossref · 10.1016/j.ijme.2023.100879

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  • Institutions have shifted toward alternative assessment methods, such as oral exams (viva voce), real-world reflective tasks, scaffolded assignments, reflective journals, Bloom's Taxonomy higher-order thinking questions, and interactive problem-solving tasks, which require direct student engagement and cannot be easily outsourced to AI.

    “To achieve this, institutions have shifted toward alternative assessment methods, such as oral exams (viva voce), real-world reflective tasks, scaffolded assignments, reflective journals, use of Bloom's Taxonomy higher-order thinking questions, and interactive problemsolving tasks, which require direct student engagement and cannot be easily outsourced to AI [ 56, 65, 67, 70, 73, 79, 89, 94, 97-99”

    From Redefining student assessment in AI-infused learning environments: a systematic review of challenges and strategies for academic integrity (2026) · cites this paper as [70]

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  • Multi-stage assignments, where students submit drafts before finalising their work, allow educators to track students' learning progress and interaction with AI throughout the assessment process, making it more difficult to misuse AI tools.

    “A structured approach to assessment redesign has led to multi-stage assignments, where students submit drafts before finalising their work [ 70]. This method allows educators to track students' learning progress and interaction with AI throughout the assessment process, making it more difficult to misuse AI tools [ 68, 69, 82 ].”

    From Redefining student assessment in AI-infused learning environments: a systematic review of challenges and strategies for academic integrity (2026) · cites this paper as [70]

    Section 3 (Methodology; page unavailable) describes a supervised ChatGPT activity and a subsequent survey, not assignments requiring draft submissions. Section 2.1 discusses academic-integrity concerns, but does not say that multi-stage assignments let educators track students’ progress or AI use, or make misuse harder. Searches for drafts, staged assessment, and monitoring found no supporting passage. (LLM, conf=0.72)

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Research works printed but not linked: 3

  1. Chen, L., Wang, P., Shi, F., Han, J., & Childs, P. (2018). A computational approach for combinational creativity in design. In Proceedings of the 2018 15th international design conference (pp. 1815-1824).
  2. Hiremath, G., Hajare, A., Bhosale, P., Nanaware, R., & Wagh, K. S. (2018). Chatbot for education system. International Journal of Advance Research, Ideas and Innovations in Technology, 4(3), 37-43.
  3. Okonkwo, C. W., & Ade-Ibijola, A. (2020). Python-Bot: A chatbot for teaching python programming. Engineering Letters, 29(1), 25-35.

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Authors
Vecchiarini, M., & Somià, T.
Affiliations
  • University of North Georgia (US)
  • Free University of Bozen-Bolzano (IT)
Corresponding author
Vecchiarini, Mariangela
ORCID
Venue
The International Journal of Management Education
Publisher
Elsevier BV
Published
2023-11
Volume
21
Issue
3
Pages
100879
ISSN
1472-8117 (ISSN-L)
DOI
10.1016/j.ijme.2023.100879
OpenAlex
W4387424961
Cited by
124
References
42
Citations by year
2026: 48 · 2025: 43 · 2024: 33
FWCI
29.26
Type
journal article
Language
en
Open access
Licence
Locations
  • The International Journal of Management Education (publishedVersion, cc-by-nc-nd)
  • Open Research (University of Surrey) (submittedVersion, cc-by-nc-nd)
  • Padua Research Archive (University of Padova) (submittedVersion, cc-by-nc-nd)
  • Zenodo (CERN European Organization for Nuclear Research) (cc-by)
Funders
European Commission (892825, HORIZON2020)
Topics
  • Physical Sciences › Computer Science › Information Systems › Artificial Intelligence in Education
  • Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
  • Physical Sciences › Computer Science › Artificial Intelligence › Artificial Intelligence Applications
Keywords
entrepreneurship education, ChatGPT, large language models, artificial intelligence in higher education, undergraduate students, business plan writing, idea generation, creativity, critical use of AI, AI reliability

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