In a move to prepare students for the rapidly evolving business landscape, Rutgers Business School (RBS) has committed to integrating generative artificial intelligence (AI) into its coursework. The initiative, announced in partnership with Google, aims to ensure that every graduate possesses a foundational understanding of AI for business.
The school’s efforts have drawn national attention, with MBA Crystal Ball listing RBS among the top MBA programs for AI alongside prestigious institutions like Wharton. The curriculum revamp includes a new MBA concentration in AI and specialized programs like a Master of Accountancy in Accounting and Analytics with an AI focus.
“Our ambition is to prepare students with the skills and talent most in demand by industry,” Lei Lei, dean of Rutgers Business School said. “At RBS, we describe that preparation as future proofing.”
Rutgers is providing its academic community with free access to AI-based tools such as Microsoft Copilot and Google Gemini. A group of professors is already leveraging these tools in innovative ways to foster critical thinking and practical skills.
Management professor Zeki Pagda is using generative AI in his Management Consulting class to allow students to practice negotiation skills. By assigning a role to ChatGPT, he creates realistic role-playing scenarios where students can receive immediate feedback, a more effective learning method than traditional peer-to-peer exercises.
Similarly, supply chain professor Rudolf Leuschner is integrating AI into his graduate-level demand management classes. He tasks students with using AI to analyze forecasts, but requires them to critically scrutinize the results. This approach ensures students learn to use AI as a tool to enhance their work without becoming overly reliant on it.
In his Marketing Strategy course, professor Erich Toncre allows students to use AI to find articles and enhance visuals for presentations. However, he stresses that the students are graded on their ability to apply critical thinking and their command of the material, not on the AI-generated content. He sees AI as a productivity tool, not a shortcut, and is transparent about his expectations on the course syllabi.
The faculty’s innovative use of AI reflects a shared commitment to providing students with the skills they need to succeed in a world where technology is changing the way business is conducted.
