PERCEIVED ETHICS OF USING GENERATIVE ARTIFICIAL INTELLIGENCE IN AN ACADEMIC SETTING

Abstract

Generative artificial intelligence (GenAI), such as ChatGPT, is becoming increasingly prevalent in academic settings, sparking debates about the ethics of its use. This study examines the perceived ethicality of using generative AI among marketing professors and students in higher education. The research was conducted using a quasi-experimental design using a survey questionnaire on a convenience sample of 154 respondents. The results indicate that participants perceive proofreading with ChatGPT as more acceptable than fully automating the writing of a thesis, with statistically significant differences across all five ethical philosophies. The study identifies several limitations, including potential response bias due to concerns about identity disclosure, a tendency to provide socially desirable answers, and the use of a convenience sample. The paper concludes by presenting managerial implications for higher education institutions to ensure the responsible application of generative artificial intelligence.