What does this research mean for the field?

Generative AI reshapes knowledge practices in management education by catalyzing knowledge integration, exposing weaknesses in institutional orchestration, and generating novel epistemic risks that conventional governance instruments cannot absorb. Novelty: ClaimNovelty.NOVEL_FINDING. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To theorize how generative artificial intelligence reshapes knowledge practices and governance mechanisms within management education.

August 29, 2026Journal of Knowledge Management

Knowledge practices and generative artificial intelligence in management education: adopters, facilitators, and inhibitors

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Authors

WYWendai YangUniversity of Macau SSS J SinghUniversity of Wisconsin–Milwaukee SASafiya Mukhtar AlshibaniPrincess Nourah bint Abdulrahman University

Discussion

Member takes

Implication

Theoretical analysis reveals generative AI reshaping knowledge practices in management education, highlighting independent epistemic risks and governance challenges.

Key Points

To theorize how generative artificial intelligence reshapes knowledge practices and governance mechanisms within management education.
Developed a conceptual process model centered on knowledge integration, knowledge orchestration, and epistemic risk.
Applied Dual Factor Theory and the Unified Theory of Acceptance and Use of Technology 2 as sensitizing analytical frameworks.
Generative artificial intelligence catalyzes knowledge integration by synthesizing algorithmic outputs with disciplinary faculty expertise.
Knowledge orchestration across institutions suffers from administrative policy voids and uneven digital literacy among educators.
Novel epistemic risks emerge, characterized by hallucinated citations, opaque authorship, and undisclosed utilization of artificial intelligence.

Cite This Study

Yang et al. (2026) studied this question.

synapsesocial.com/papers/6a9299bb8e5d7d1fc0c11e00 https://doi.org/10.1108/jkm-01-2026-0026

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August 29, 2026Journal of Knowledge Management

Knowledge practices and generative artificial intelligence in management education: adopters, facilitators, and inhibitors

View Full Paper

Ask AI

Bookmark

Authors

WYWendai YangUniversity of Macau SSS J SinghUniversity of Wisconsin–Milwaukee SASafiya Mukhtar AlshibaniPrincess Nourah bint Abdulrahman University

Discussion

Member takes

Implication

Theoretical analysis reveals generative AI reshaping knowledge practices in management education, highlighting independent epistemic risks and governance challenges.

Key Points

To theorize how generative artificial intelligence reshapes knowledge practices and governance mechanisms within management education.
Developed a conceptual process model centered on knowledge integration, knowledge orchestration, and epistemic risk.
Applied Dual Factor Theory and the Unified Theory of Acceptance and Use of Technology 2 as sensitizing analytical frameworks.
Generative artificial intelligence catalyzes knowledge integration by synthesizing algorithmic outputs with disciplinary faculty expertise.
Knowledge orchestration across institutions suffers from administrative policy voids and uneven digital literacy among educators.
Novel epistemic risks emerge, characterized by hallucinated citations, opaque authorship, and undisclosed utilization of artificial intelligence.

Cite This Study

Yang et al. (2026) studied this question.

synapsesocial.com/papers/6a9299bb8e5d7d1fc0c11e00 https://doi.org/10.1108/jkm-01-2026-0026

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