Can Generative AI Improve the Standardisation of Student Feedback Across a Business School Faculty?

The aim of this research is to investigate the faculty's current digital capabilities and openness to using AI for enhancing feedback standardisation across academic disciplines. The research assesses the faculty's digital literacy, behaviours, and initial perceptions of generative AI. Questionnaires were employed at different stages: before and after an informative presentation on the proposed AI methodology. Findings suggest that while there is a general openness to integrating AI in educational feedback, complexities related to digital literacy, technology adoption, and perceptions of AI must be carefully navigated. This study contributes to understanding the preconditions for successful AI adoption in education, pointing towards the need for enhanced digital literacy and supportive frameworks that facilitate technological innovation while respecting the unique contributions of human educators. Future research will focus on developing strategies to bridge the digital capability gap and fully realise the potential of generative AI in standardising student feedback, thus aligning pedagogical practices with the evolving digital landscape in higher education.