Abstract
The adoption of artificial intelligence (AI) in academia is an emerging field of interest. However, there is scant literature that explores the phenomenon of AI adoption by graduate students in doctoral education. This study employs collaborative autoethnography to explore and better understand the nuances of how doctoral students experience AI technologies within academic pursuits. A critical analysis of data revealed that the collective researcher-participant experiences offered the primary overarching theme of adoption strategy, with four distinct subthemes: adoption fear, adoption resistance, adoption feasibility, and adoption ethics. The findings suggest a balanced approach to AI adoption depends on the development of comprehensive strategies that are informed by a deep understanding of both the technological capabilities and the human factors involved. We urge both doctoral students and educators involved in doctoral programs to think critically about these identified themes. For doctoral students, this analysis offers valuable insights into challenges associated with integrating AI technologies into formal learning environments, potentially enhancing a management strategy for their doctoral studies. Educators tasked with integrating and evaluating AI technologies for doctoral coursework may develop a deeper understanding of the challenges their students may encounter during the adoption process.
Description
This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Publisher
Sage Journals
Date of publication
Winter 10-9-2024
Language
english
Persistent identifier
http://hdl.handle.net/10950/4783
Document Type
Article
Recommended Citation
Oliveira, J., Murphy, T., Vaughn, G., Elfahim, S., & Carpenter, R. E. (2024). Exploring the adoption phenomenon of artificial intelligence by doctoral students within doctoral education. New Horizons in Adult Education and Human Resource Development, 00(0). https://doi.org/10.1177/19394225241287032
Publisher Citation
Oliveira, J., Murphy, T., Vaughn, G., Elfahim, S., & Carpenter, R. E. (2024). Exploring the adoption phenomenon of artificial intelligence by doctoral students within doctoral education. New Horizons in Adult Education and Human Resource Development, 00(0). https://doi.org/10.1177/19394225241287032