Navigating the New Frontier

the impact of generative AI on LJMU postgraduate business students’ research competencies

Abstract

This study explores the evolving role of Generative Artificial Intelligence (GenAI) tools—such as ChatGPT—on the development of research competencies among postgraduate business students at Liverpool John Moores University (LJMU). As GenAI becomes increasingly integrated into academic practices, the research investigates its influence on four core areas: literature analysis, academic writing, critical thinking, and ethical considerations. Using a qualitative methodology aligned with interpretivist principles, semi-structured interviews were conducted with ten LJMU postgraduate students to capture their experiences and perceptions. Thematic analysis revealed that while GenAI enhances efficiency in summarization, literature synthesis, and writing structure, and language refinement in research tasks, it also introduces risks such as overreliance, potentially weakening critical thinking and originality, diminished critical thinking, and ethical ambiguities around authorship and plagiarism. The findings suggest that although GenAI tools support cognitive augmentation, their use must be balanced with human oversight to preserve academic integrity and independent analytical skills. This research contributes to the discourse on responsible AI integration in higher education and proposes institutional strategies for fostering AI literacy, ethical awareness, and curriculum exam assessment reform. It offers actionable insights for educators, policymakers, and students navigating the complexities of AI-assisted research in an academic setting.