Please note the following paper is under review in the Irish Journal of Academic Practice, I am presenting to stimulate discussion / gain feedback.

Socio-technical disruption driven by generative artificial intelligence has impacted all domains of Higher Education over the past three years. Impacts on the pedagogy domain include the emergence of ethical dilemmas, demands for more personalised and equitable engagement and pressures to strategically transform pedagogy through digital transformation. Emerging from a master of education dissertation, the present paper aims to explore the impact of generative artificial intelligence on pedagogic practices in the business school context. Four in-depth interviews with senior lecturers were conducted, and analysed thematically.

Findings suggest that generative artificial intelligence can drive emerging pedagogic practices manifest as: guiding students; challenging students; co-creating and personalising. As these practices emerge in a dynamic pedagogic environment where regulation lags practice, lecturers experience de-centring, resulting in pedagogic practices which are tentative in nature. Feedback from experimentation with tentative practices offers opportunities for action learning to hone such practices.

Advancing theory on pedagogic practices, the paper offers lectures with a practice informed framework for experimentation, and suggests that management and administration can offer greater support and guidance to such experimentation.