AI and the future of marketing education through the lens of the space merchants
DOI:
https://doi.org/10.34140/bjbv6n2-024Palavras-chave:
artificial intelligence, marketing education, science fiction, the space merchants, ethical frameworks, curriculum integration, consumerism, personalization, educational integrity, transdisciplinary approachResumo
Artificial Intelligence (AI) is transforming professional marketing practices as well as marketing education. This paper employs the science fiction novel “The Space Merchants” by Pohl and Kornbluth as a metaphorical framework for critically examining AI integration in marketing curricula. The authors review existing literature examining the impacts of AI on marketing practices and education. Furthermore, they establish a qualitative methodology analyzing a real-world case study, current applications of AI in marketing education, and discuss ethical frameworks surrounding the use of AI. Utilizing “The Space Merchants” satirical portrayal of consumerism, they reflect on AI’s potential to commodify marketing education, homogenize student thought, and undermine educational integrity. Also examined are AI’s capabilities to enhance personalization, engagement, and teaching efficiency. Ultimately, the paper argues for educators’ indispensable role in ethically leveraging AI to enrich the student experience. The unique fictional lens highlights the need to balance advancement and responsibility in AI-enabled marketing education. This comprehensive ethical analysis aims to significantly advance the discourse on AI's evolving function in shaping the next generation of marketing professionals. Furthermore, by adopting a transdisciplinary approach through the integration of science fiction and ethical critique, the paper seeks to catalyze broader transdisciplinary conversations between the technical and social sciences on the impacts of emerging technologies like AI on education.
Referências
AAUP. (2009). Statement on Professional Ethics (2009 revision; pp. 111–112). American Association of University Professors. https://www.aaup.org/report/statement-professional-ethics
Allford, J. M., Karacaoglu, Y., Mocan, S., Park, J., Kim, Y., & Kawashima, Y. (2023). Generative Artificial Intelligence. World Bank Publications. https://doi.org/10.1596/39959
Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2020). Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 111–127). Springer Fachmedien. https://doi.org/10.1007/978-3-658-27602-7_7
Davenport, T. H., & Keith J. Dreyer, D. O. (2018, March 27). AI Will Change Radiology, but It Won’t Replace Radiologists. Harvard Business Review. https://hbr.org/2018/03/ai-will-change-radiology-but-it-wont-replace-radiologists
Dowd, A. C., & Johnson, R. M. (2020). Why Publish a Systematic Review: An Editor’s and Reader’s Perspective. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (Eds.), Systematic Reviews in Educational Research: Methodology, Perspectives and Application (pp. 69–87). Springer Fachmedien. https://doi.org/10.1007/978-3-658-27602-7_5
Edwards, H. (2024, March 26). Marketing news, opinion, trends and jobs [Com]. Marketing Week. https://www.marketingweek.com/
Guha, A., Grewal, D., & Atlas, S. (2023). Generative AI and Marketing Education: What the Future Holds. Journal of Marketing Education, 02734753231215436. https://doi.org/10.1177/02734753231215436
Guilbault, M. (2018). Students as customers in higher education: The (controversial) debate needs to end. Journal of Retailing and Consumer Services, 40, 295–298. https://doi.org/10.1016/j.jretconser.2017.03.006
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2014). Metodología de la investigación, Sexta Edición (6ta Edición). McGraw-Hill / Interamericana Editores, S.A. de C.V.
Higgins, J., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M., & Welch, V. (Eds.). (2019). Cochrane Handbook for Systematic Reviews of Interventions, Second Edition (2da Edición). John Wiley & Sons. www.training.cochrane.org/handbook
Johri, A., Katz, A. S., Qadir, J., & Hingle, A. (2023). Generative artificial intelligence and engineering education. Journal of Engineering Education, 112(3), 572–577. https://doi.org/10.1002/jee.20537
Knigh, W. (2017, July 12). Biased Algorithms Are Everywhere, and No One Seems to Care [Com]. MIT Technology Review. https://www.technologyreview.com/2017/07/12/150510/biased-algorithms-are-everywhere-and-no-one-seems-to-care/
Lipuma, J., Yáñez León, C. E., Malpica Rosendo, J. E., & Luiz da Silva, C. (2024). Constructively Aligned Instructional Design for Oral Presentations [RGSA]. Revista de Gestão Social e Ambiental, 18(8), 1–20. /Research/Education. https://doi.org/10.24857/rgsa.v18n8-012
Marshall, P. D. (2014). Celebrity and Power: Fame in Contemporary Culture (2nd edition). Univ Of Minnesota Press.
Novak, J. D., & Cañas, A. J. (2006). La Teoría Subyacente a los Mapas Conceptuales y a Cómo Construirlos. Institute for Human and Machine Cognition (IHMC). http://cmap.ihmc.us/docs/theory-of-concept-maps-spanish.php
Pabon, J. F., Aizaga, M., Recalde, H., & Toasa, R. M. (2023). Revisión de literatura sobre impacto de la inteligencia artificial y su aplicación en el Ecuador. Revista Ibérica de Sistemas e Tecnologias de Informação, E55, 100–113.
Peres, R., Schreier, M., Schweidel, D., & Sorescu, A. (2023). On ChatGPT and beyond: How generative artificial intelligence may affect research, teaching, and practice. International Journal of Research in Marketing, 40(2), 269–275. https://doi.org/10.1016/j.ijresmar.2023.03.001
Pohl, F., & Kornbluth, C. M. (2011). The Space Merchants (Revised, 21st Century edition). St. Martin’s Griffin.
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8
Press, G. (2024, February 14). Is AI Going To Transform Higher Education And How? [Com]. Forbes. https://www.forbes.com/sites/gilpress/2024/02/14/is-ai-going-to-transform-higher-education-and-how/
Russell Group. (2023, July 4). New principles on use of AI in education [Ac.uk]. The Russell Group. https://russellgroup.ac.uk/news/new-principles-on-use-of-ai-in-education/
Shippey, T. (2019). Hard Reading: Learning from Science Fiction (D. Seed, Ed.; 1st ed.). Liverpool University Press. https://library.oapen.org/bitstream/handle/20.500.12657/26014/1004071.pdf?sequence=1&isAllowed=y
UDLA. (2024). ELECTIVA AVANZADA II / MKTZ4422. Universidad de las Américas. https://academico.udla.edu.ec/mallas/reportV2/UDLA1P264
Vidaković, M., & Vidaković, D. (2019). Digital media, creativity, and marketing, within the scope of the contemporary instant culture. Anali Ekonomskog fakulteta u Subotici, 41, 131–144. https://doi.org/10.5937/AnEkSub1941131V
Wolinsky, J. (2023, June 28). AI’s Transformative Impact on Future Marketing Strategies [Com]. CMSWire. https://www.cmswire.com/digital-marketing/whats-coming-next-decade-for-ai-in-marketing/
Yáñez León, C. E., Gerónimo Ramos, P. del C., Borjas Mayorga, Y. M., & Guzmán Zarate, V. H. (2022). Capítulo 14.- Modelo General Particular Especifico (GPE): Una Herramienta Convergente para la Revisión Sistemática de la Literatura. Ciências socialmente aplicáveis: integrando saberes e abrindo caminhos, VI, 173–183. https://doi.org/10.37572/EdArt_16122271214
Yu, H., & Guo, Y. (2023). Generative artificial intelligence empowers educational reform: Current status, issues, and prospects. Frontiers in Education, 8. https://www.frontiersin.org/articles/10.3389/feduc.2023.1183162
