Interview: AI in Business Studies – When Ideas Matter More Than Words

“I don’t let ChatGPT do my thinking – but it’s welcome to handle the typing.”

With a wink, a 24-year-old master's student describes his new daily routine in business studies. For him, artificial intelligence isn't a distant future—it’s already here, as ordinary as calculators or word processors. But how does AI affect his learning process? What tasks become easier, and which ones harder? In this interview, the student shares how AI helps him save time, why it can't replace everything, and why assignments—not just tools—need to evolve.

Editor: Do you use AI tools for your studies?

Student: Yes, regularly—almost routinely. ChatGPT is my go-to tool when structuring assignments or revising my own texts. Sometimes it just helps to get a fresh perspective on a paragraph, especially when I've been stuck on it for hours. For literature research, I prefer using ResearchRabbit—it saves me from wading through endless PDFs and quickly brings up relevant studies. It has become a silent study partner, working in the background while I focus on the content.

Editor: Which tasks do you prefer handling with AI?

Student: Mostly research and writing, like editing text drafts or turning bullet points into coherent paragraphs. I also use AI to keep track of literature or summarize complex topics.

Editor: Has AI changed your approach to studying?

Student: Absolutely. We even had a module dedicated to examining our use of AI, where we deliberately used ChatGPT for extensive tasks. Since then, I know its limitations—but also where it’s incredibly useful. Now I delegate tasks that previously consumed a lot of time and focus more on things I genuinely enjoy: developing ideas, designing presentations, or critically analyzing and connecting scholarly literature.

Editor: What other AI tools are you familiar with?

Student: Besides ChatGPT, I'm also aware of tools like Gemini, DeepSearch, and ResearchRabbit, though some only by name. I frequently discover new tools through articles, recommendations, or classmates. It's fascinating how rapidly this field evolves. Sometimes I feel like we could use an entire module just to keep track of current AI tools. I don’t immediately try every new tool, but seeing what’s possible often inspires me to rethink my methods or explore new approaches.

Editor: Overall, how do you assess the use of AI in your studies?

Student: I have mixed feelings. Sure, AI reduces a massive workload, which is incredibly helpful when deadlines are tight. However, some essential skills might deteriorate, such as clearly formulating ideas or systematically developing original thoughts. There's also a risk of becoming overly dependent on technology.

Editor: How useful do you find AI in your field of study?

Student: Extremely useful. The workload in a master’s program is high, sometimes almost overwhelming. Even with AI support, I sometimes hit my limits, which speaks volumes about how intense our curriculum is. That's why I find it very reasonable to use AI where it can genuinely help. By delegating routine tasks like summarizing literature or structuring texts, I retain more mental energy for the essentials: understanding content, connecting ideas, and critically reflecting. For me, AI isn't a replacement but an amplifier—and it needs to be used wisely.

Editor: What risks do you see in using AI?

Student: On one hand, losing core competencies such as formulating thoughts and generating original ideas. On the other, grading becomes more complicated when some students heavily rely on AI and others don't at all, making fair assessment challenging.

Editor: How could AI improve your academic work?

Student: Definitely by saving time and proofreading. These are two huge advantages. I can concentrate more on the actual content because AI helps refine the language.

Editor: Morally speaking, where do you draw the line?

Student: I think using AI is generally okay—as long as not everything comes from it. The best outcomes arise from a mix: human ideas and structure plus AI support. Everyone theoretically has access. However, fairness only exists when you still contribute something original yourself.

Editor: Should there be regulations?

Student: Yes, but not strict bans. Instead, assignments should be designed differently, such as group projects or discussions that are transcribed and evaluated afterward. This approach helps accurately capture true individual contributions.

Editor: What’s your take on plagiarism risks?

Student: It’s a double-edged sword. On one side, AI makes detecting plagiarism easier. On the other, problems can arise if AI-generated phrases themselves count as plagiarism without intentional copying. So yes—the risk is there, but it largely depends on how you use AI.

Editor: What would an ideal AI for your studies look like?

Student: It should recognize and authentically imitate my writing style from past works—not just sounding neutral or academic, but truly like "me." It should also effectively transform bullet points into coherent and reader-friendly texts without sounding robotic. It would be particularly helpful if it could summarize uploaded files, like book chapters or entire PDFs. Additionally, accessing scholarly literature databases like Sci-Hub or other reputable sources would turn it into a tool that doesn't just save time but reshapes the entire study experience. Such AI wouldn’t just be practical—it would be a real game changer.

Conclusion and Outlook

AI has arrived in university studies—especially in business. Our interviewee uses it strategically, not relying on it entirely. He’s learned where it helps and where its limits lie. His takeaway: Using AI smartly saves time. Delegating everything to AI might save effort but could cost valuable experience. Ultimately, it matters how assignments are designed—and whether they still encourage human thought.

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