Spanning knowledge boundaries with ChatGPT: an analysis of the role of generative artificial intelligence in the production of master thesis

Traverser les frontières de connaissances avec ChatGPT: analyse du rôle de l’intelligence artificielle générative dans la réalisation du mémoire de master

Fabienne Garcia () and Laurent Chevalier ()
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Fabienne Garcia: VALLOREM - Val de Loire Recherche en Management - UO - Université d'Orléans - UT - Université de Tours, IAE Tours Val de Loire - Institut d'Administration des Entreprises (IAE) - Tours Val de Loire
Laurent Chevalier: VALLOREM - Val de Loire Recherche en Management - UO - Université d'Orléans - UT - Université de Tours, IAE Tours Val de Loire - Institut d'Administration des Entreprises (IAE) - Tours Val de Loire

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Abstract: The widespread adoption of generative artificial intelligence (AI) among students has disrupted their practices, notably when producing master thesis, and has raised ethical issues. This qualitative study conducted with both students and teachers provides a better understanding of students' hybrid productions and how they are perceived by teachers. Drawing on the theory of boundary objects and boundary spanners, our findings highlight the new interactions and a critical analysis of the tensions involved in this process. We formulate proposals for integrating this new actor (AI), regulating practices and changing assessments to resolve these tensions putting teachers back at the heart of knowledge integration process.

Keywords: Artificial Intelligence; Education; Boundary object; Boundary spanner; Knowledge,Intelligence artificielle,Education,Objet frontière,Acteur frontière,Connaissances (search for similar items in EconPapers)
Date: 2025-08
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Published in Revue management & avenir, 2025, N° 148 (4), pp.21-44. ⟨10.3917/mav.148.0021⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05303793

DOI: 10.3917/mav.148.0021

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