This case study explores the integration of Generative AI tools and real-world experiences in business education. Through a study of an innovative undergraduate course, we investigate how AI-assisted learning, combined with experiential components, impacts students' creative processes and learning outcomes. Our findings reveal that this integrated approach accelerates knowledge acquisition, enables students to overcome traditional creative barriers, and facilitates a dynamic interplay between AI-generated insights and real-world observations. The study also highlights challenges, including the need for instructors with high AI literacy and the rapid evolution of AI tools creating a moving target for curriculum design. These insights contribute to the growing body of literature on AI in education and provide actionable recommendations for educators preparing students for the complexities of modern business environments.

The rapid evolution of artificial intelligence (AI), especially in the domain of Large Language Models (LLMs) and generative AI, has opened new avenues for application across various fields, yet its role in business education remains underexplored. This study introduces the first benchmark to assess the performance of seven major LLMs, OpenAI's models (GPT-3.5 Turbo, GPT-4, and GPT-4 Turbo), Google's models (PaLM 2, Gemini 1.0 Pro), and Anthropic's models (Claude 2 and Claude 2.1), on the GMAT, which is a key exam in the admission process for graduate business programs. Our analysis shows that most LLMs outperform human candidates, with GPT-4 Turbo not only outperforming the other models but also surpassing the average scores of graduate students at top business schools. Through a case study, this research examines GPT-4 Turbo's ability to explain answers, evaluate responses, identify errors, tailor instructions, and generate alternative scenarios. The latest LLM versions, GPT-4 Turbo, Claude 2.1, and Gemini 1.0 Pro, show marked improvements in reasoning tasks compared to their predecessors, underscoring their potential for complex problem-solving. While AI's promise in education, assessment, and tutoring is clear, challenges remain. Our study not only sheds light on LLMs' academic potential but also emphasizes the need for careful development and application of AI in education. As AI technology advances, it is imperative to establish frameworks and protocols for AI interaction, verify the accuracy of AI-generated content, ensure worldwide access for diverse learners, and create an educational environment where AI supports human expertise. This research sets the stage for further exploration into the responsible use of AI to enrich educational experiences and improve exam preparation and assessment methods.

In this newsletter I future a recent recording from BusinessDay TV - a panel discussion I was involved in. It was hosted by Michael Avery and our guests were Tumisang Nkosi (Tumi) Director: Executive Education & Programmes at Johannesburg Business School (JBS) & Kanshukan Rajaratnam (Kanshu), Director: School for Data Science and Computational Thinking at Stellenbosch University. I also include an article I wrote for BusinessDay newspaper on the same topic. The smart technology era is a revolution characterised by the blending of the physical, digital and biological worlds. Artificial intelligence, robotics, the Internet of Things, 3D printing, genetic engineering, and quantum computing is spurring on the creation of products and services that are rapidly becoming more important in today's world.

Artificial intelligence (AI) will change the way we learn and work in the near future. Nearly 400 million workers globally will change their occupations in the next 10 years, and business schools are uniquely situated to respond to the shifts coming to the future of work. However, a recent study, "Implications of Artificial Intelligence on Business Schools and Lifelong Learning," shows that business schools remain cautious in adapting management education to address the changing needs of students, workers and organizations, writes Anne Trumbore in this opinion piece. Trumbore, one of the study's coauthors, is senior director of Wharton Online, a strategic digital learning initiative at the Wharton School of the University of Pennsylvania. In the past few weeks, COVID 19 has moved hundreds of millions of students around the globe from physical to online classes.

Rose is a'yuppie' with an'unorthodox family'. While carrying out research for this piece at a startup workspace in London, I procrastinated by asking Rose to tell me the meaning of life. 'There is no meaning, life is just to be,' she responds. Nothing strange there, that would probably have been my response to such an exhausted question. But, there is a difference between Rose and I.