AI 中文总结
本研究基于角色理论与探究共同体模型，提出生成式人工智能在营销教育中可担任导师、协作伙伴、工具三类角色，经多维度分析后为其负责任应用提供框架与案例。
AI 中文摘要
生成式人工智能（Generative Artificial Intelligence, GAI）正越来越多地融入营销教育，重塑营销职业所需的技能组合。尽管已有研究指出将GAI应用于教育的前景与风险，但仍缺乏指导其有效应用的综合框架。本研究开展多维度分析，包括营销课程大纲审查、营销教育工作者调查及后续质性访谈。基于角色理论与探究共同体（Community of Inquiry, CoI）模型，我们提出GAI可在营销教育中承担三类角色：导师、协作伙伴与工具，每种角色分别对教学存在、社会存在与认知存在产生不同影响，进而塑造学习体验并培养符合职场需求的营销毕业生。例如，作为导师时，GAI可帮助学生掌握理论概念；作为协作伙伴时，它通过支持头脑风暴与问题解决活动促进协作。然而，必须解决数据隐私、抄袭、对AI的依赖及评估公平性等伦理考量，以确保其在营销教育中的负责任应用。我们提供了GAI在营销课程中谨慎整合的具体案例，及其对营销教育工作者、学习者和政策制定者的启示。
英文摘要
Generative Artificial Intelligence (GAI) is increasingly being integrated into marketing education and is reshaping the skillsets required in marketing careers. While research has highlighted the promise and perils of incorporating GAI into education, there remains a need for a comprehensive framework to guide its effective use. In this research, we conduct a multipronged analysis, including a review of marketing course syllabi, a survey of marketing educators, and follow-up qualitative interviews. Building on Role Theory and the Community of Inquiry (CoI) model, we propose that GAI can assume three roles in marketing education: tutor, teammate, and tool. Each role influences teaching, social, and cognitive presence differently, shaping the learning experience and preparing workplace-ready marketing graduates. For instance, as a tutor, GAI can aid students in grasping theoretical concepts, while as a teammate, it can foster collaboration by supporting brainstorming and problem-solving activities. However, ethical considerations such as data privacy, plagiarism, dependency on AI, and fairness in assessment must be addressed to ensure its responsible adoption in marketing education. We provide concrete examples for GAI's careful integration in marketing courses, and its implications for marketing educators, learners, and policymakers.
CommentsAccepted manuscript (post-peer-review, pre-copyedit) version. Published in Journal of Public Policy & Marketing, 44(3), 473-489, 44 pages
Journal refJournal of Public Policy & Marketing 44(3), 473-489 (2025)
