A recent survey (Student Generative AI Survey 2025) of over 1,000 full-time undergraduate students published by the Higher Education Policy Institute (HEPI) displays notable increases in student behaviour concerning Artificial Intelligence (AI) from the previous year. For example, 92% of students now use AI (up almost 30% from 2024) and, worryingly, 88% have used generative AI in their assessments (an increase from 53% in the same period).
These results reflect the explosion in media coverage given to AI in the last few years. Across industries and within society, AI has increased exposure to instantaneous information. It has also hastened business activity as organisations improve their networking and branding through the technology’s cost and time-saving benefits.
Higher education continues to navigate within a fast-paced technologically driven, and inspired, landscape. However, in practice, bridging academic attainment and maintaining integrity, with the current realities of business amidst a technologically advancing society is a monumental task.
AI and Enterprise Education: adopting a troublesome technology?
A central and critical objective for enterprise educators is to not only educate students about enterprise and entrepreneurship but also embolden them towards entrepreneurial activity through creative skills development and innovative educational techniques. In essence, enterprising activity flourishes through mentoring students and developing novel ideas, which are mindful of their impact on both markets and society. In practice, the blending of physical and digital spaces for enterprise led by influential champions is essential in reaching this goal.
Predictably, the arrival of AI has disrupted the enterprising educational environment and universities overall. From delivery approaches to learning and teaching, to assessment design and subsequent regulatory implications and amendments, AI presents as many, if not more, questions than solutions. To date, there are many forms of AI that are now emerging in enterprise initiatives and programmes. These include machine learning and analytics, in understanding (big) data, to generative and interactive technologies which aim to create, innovate, and communicate.
AI, with its ability to inform, design, and propose would imaginably be of great benefit to students enrolled on enterprise courses. In practice, it reduces time and cost with a deluge of generated information. On the other hand, these supposed benefits have led many educators to reflect on their course content and assessment strategies. For example, the use of AI can arguably be at odds with several of the socio-cultural and developmental dimension statements of Advance HE’s ‘Professional Standards Framework’ (PSF):
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Areas of Activity
A3 – assess and give feedback for learning
A4 – support and guide learners -
Core Knowledge
K2 – approaches to teaching and/or supporting learning, appropriate for subjects and level of study
K3 – critical evaluation as a basis for effective practice
K4 – appropriate use of digital and/or other technologies, and resources for learning
K5 – requirements for quality assurance and enhancement, and their implications for practice -
Professional Values
V4 – respond to the wider context in which higher education operates, recognising implications for practice
V5 – collaborate with others to enhance practice
Context is important, and entrepreneurialism is informed and motivated by universities, organisations, communities, and markets – those within live networks. Additionally, teamwork and collaboration, including possessing key qualities such as leadership and negotiation, must also be evidenced within enterprise learning settings.
AI may assist with research and (market) data gathering aspects of enterprising activity. However, some features of enterprise education necessitate experiential learning and expert coaching:
- Problem-solving-based learning through cases and contexts
- Consumer and stakeholder engagement
- Timely business modelling and strategising.
With enterprise education being a pragmatic, timely, and transformative form of learning and teaching, it can be stated that AI causes a significant clash in convention between technology-assisted learning and teaching, and fundamental principles or educational standards (including the PSF) of relevance to entrepreneurialism within higher education.
Implications for the university
A recent AI Symposium, titled ‘Generative AI in higher education: Challenges, opportunities and risks’ was hosted by Advance HE and included a collaborative toolkit from staff and students at Queen’s University Belfast leading to a fresh integrity statement.
In recent years, the ‘appropriate use’ of AI in education has been extensively discussed, and sector-wide responses have been made as a priority. As a result, all levels within universities from module and programmes to quality assurance departments stipulate AI usage policy.
As enduring sources of learning and knowledge exchange, universities must consider the balance of AI usage and upholding of academic integrity within the context of enterprise education. Authentic learning for enterprise includes development and experience, as well as gaining knowledge and understanding. Therefore, a question to confront is: to what extent does AI within enterprising curriculum negatively impact initiative and ingenuity?
In summing up, there are now well-established criticisms of AI within higher education, including loss of key criticality and analytical skills and its impact on the assessment and awards process. Similarly, potential risks of the use of AI by student entrepreneurs is the loss or diminishing of context, market engagement, and originality.
- Does AI therefore prevent authentic entrepreneurial journeys?
From an institutional perspective, the intersection of AI and enterprise education exposes varying university capacities and capabilities for AI integration. Moving forward, it also impacts the role of the academic and enterprise education’s new place within a digitised ecosystem affected by AI. Furthermore, AI also presents commercial and societal challenges which extend beyond the university walls.
- Where can AI enlighten enterprising students, without encroaching on intended outcomes?
During ideation, creation, and innovation phases of enterprise courses:
- Where can AI be a useful tool which augments the learning and teaching experience?
With AI’s fragmented adoption within the sector at present, a key responsibility lies with enterprise educators to judge its merits and contextualise without negatively impacting the entrepreneurial process.
Dr Robert James Crammond (Advance HE Senior Fellow) is a Senior Lecturer in Enterprise, and Director of the Transformative Enterprise Research Group, at the University of the West of Scotland.
Dr Vasilios Stouraitis (Advance HE Senior Fellow) is a Senior Lecturer in International Business and Management, and Programme Leader of the MSc International Business Management with Professional Practice, at Glasgow Caledonian University.
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