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This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

The study aimed to explore the core competencies that make educators competent in delivering and achieving the purpose of business/management education effectively.

An exploratory-cum-descriptive approach has been used. Educators at different academic levels in university-led B-schools were the participants of this study. For data collection, a structured questionnaire was developed and implemented.

This study has explored ten core competencies that educators must possess. These competencies have been described based on their attributes and relevance in an educator's academic role.

This study was limited to university-led B-schools of South Asia, thus further validation may more adequately generalize the findings.

This study is raising awareness of the current state of educators in university-led B-schools in South Asian countries and the need for educator competencies toward responsible management education. This study would help educators to develop core competencies, and university-led B-schools to make and manage a system for their educators to keep them competent and performing.

Business/management education is expected to offer the required competencies and opportunities to learn the intricacies of business and management, so students can readily enter into corporate life. It exhibits the significance of educators' competencies. University-led South Asian institutions have seldom tried to develop a standardized framework for the sensitization and development of their educators. It is a key challenge to identify, understand and define a diverse range of competencies and methods of competency development.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

Reports on an Australian survey comparing women and men students’ perceptions of learning advantages and disadvantages in management education. Findings suggest a masculine bias, which disadvantages both female and male learners. Issues of concern to male students give much greater concern to their female counterparts. Gender paradigms of male educators appear to particularly disadvantage women’s learning experiences. Implications for management educators and learners are discussed. The research led to a video on awareness of gender diversity in management, which won the Australian National Award for Best Practice in Adult Education/Human Resource Development 1996.

This paper is concerned with some aspects of management education and intends to discuss the relationships among universities, teaching techniques, management educators, and information and communication technologies. Adopting an adequate perspective of the relationship between universities and enterprises for improving and updating management higher education, it defends that management can be taught in a better way if universities are able to explore its teachers' skills and establish very frequent partnerships with enterprises to create an environment where management activities may be better understood. The aim is to revise different issues, to emphasise the value of practical approaches of management education, the importance of pedagogy based on solving problems and the decision‐making process. An interpretative model for management education supported by the integration of management teaching techniques is presented. The model is divided into three areas: the area of theoretical resources, the area related to educator's personal experience, and a set of practical aspects where partnerships are included. Further empirical work will be required to appreciate university's committees' opinions, managerial implications, and to evaluate their statistical meaning.

This paper is based on reflections around the following three broad questions: “Can management be taught or do management educators simply teach those who are or wish to become managers?”. “Can management educators and scholars become effective managers?”; “Can managers become effective management educators and scholars?” The roles of management educators in Australia include those employed in staff development in organizations, management consultants and academic staff in business schools and management departments of universities. This paper focuses on management education in universities in Australia, where educators may be academic discipline experts, teachers who have come into management department, or managers who have moved into academia. They may teach management theory, explore the links between theory and practice, focus on the development of assessable competencies, or all of these. Regarding current challenges facing management education, are we avoiding changes necessary in tertiary education or resisting the erosion of important educational values and standards? Considering the future of management education, both locally and globally, what part can universities play?

This paper aims to find an answer to the questions: To what extent is the implementation of responsible management education (RME) perceived to be adequate for developing responsible leadership skills among business school students? How should it be used effectively to guarantee such an outcome?

The authors conducted semi-structured interviews with 24 management educators working at three public business schools. Thematic analysis was used to analyse the collected data.

The findings show that the implementation of RME alone is not adequate to ensure the development of responsible leadership skills among students in business schools. However, management educators do perceive it as a considerable step towards that outcome if accompanied with internship and training opportunities to exercise and observe how social roles and activities are practiced in business, not-for-profit and civil society organisations.

This study is a pioneering attempt to address the relationship between RME and developing responsible leadership skills among students in non-Western business schools.

This paper explores the answers to two questions, “Can management educators and scholars become effective managers?”; and “Can managers become effective management educators and scholars?”. “The qualified answers, as in other management areas, are that it all depends on the person and the situation”. This paper first describes how successful managers/leaders continually strive to balance structured and unstructured approaches and thinking, as well as how the failure to balance them has led especially recently to many burst financial bubbles, such as the one in the dot.com area. Second, the paper describes how educators can help students learn this basic management skill and in the process, when supplemented by ample workplace experience, acquire that management skills which would enable educators to function as competent business managers. Third, the paper describes how managers can nurture and acquire educator skills through building on their successful work experiences in balancing structured and unstructured approaches and thinking.

This paper aims to provide insights into the relation between professional development (PD) and organisational change processes towards sustainability, with a specific focus on empowerment.

The paper builds upon a constructivist approach, combining a literature review, a desk research on key publications and reports and a socio-political analysis to reveal the specific context in Flanders, Belgium. Findings are then connected to earlier insights from research on organisational change for sustainability.

The paper provides a number of PD initiatives that focus on sustainability in general and in a single higher education (HE) institution. Framing such initiatives as an organisational change process offers insights on how elements of empowerment are currently incorporated in PD initiatives and how it can strengthen them to lead to the further integration of sustainability competences in HE.

Limitations are linked with the kind of sources used in the constructivist approach. The analysis only looks at written reports on the topic, albeit it also builds upon the first-hand experiences of educators in the HE institution focused upon in the case.

There is a need to frame PD initiatives as an organisational change process towards sustainability with specific attention towards empowerment. Without this framing, PD approaches comprise the risk of being left in the margins or being understood as single initiatives without any connection to the bigger picture, i.e. the transition towards sustainability in HE.

Interlinking PD and organisational change provides opportunities to frame the sustainability transition within the university in a wider societal context.

The paper provides an original contribution to the debate on sustainability competences, as it frames the PD within an organisational context, rather than focusing on the individual role of educators.