AI-Assisted Academia: Unveiling Doctoral Students’ Perspectives on Dissertation in Practice Innovation
DOI:
https://doi.org/10.61326/bes.v3i2.288Keywords:
Dissertation in practice, Education doctoral research, Ethical use of AI, Generative artificial intelligence, Technology acceptance modelAbstract
This action research study explores 73 doctoral students' perceptions of using Generative Artificial Intelligence (GAI) throughout their research journey in one educational doctorate (Ed.D) program. The first phase employed surveys, while the second incorporated semi-structured focus group interviews based on the survey data from a diverse sample of students across educational disciplines currently enrolled in the university's educational leadership doctoral program. In the study's first phase, the survey quantified educators' familiarity with, attitudes towards, perceived challenges, ethical considerations, and benefits of using GAI in doctoral research. The exploration of GAI in this practitioner-inspired doctoral program has uncovered essential insights into integrating emerging technologies in advanced academic settings. This study has highlighted the complexities and considerations accompanying the use of GAI tools in doctoral research, underscoring the need for a balanced approach aware of both the advantages and the challenges inherent in their adoption and offers possible solutions to increase ethical usage of GAI.
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