Abstract
Artificial intelligence (AI) has had a significant impact on human work across many industries, particularly in knowledge-intensive industries such as management. Big data and machine learning are core associated technologies or terms in management research and have been widely used by managers in assisting decision-making, simulatons, forecasting, and analysis. ChatGPT, a tool developed by OpenAI that generates human-like text, has gained attention among scholars. Current debates focused on its impacts on research authorship, medical education and writing, and science communication. In management education, writing-based assessments such as essays, reports, and case studies are main assessment, especially in post-pandamic time, courseworks have been largely moved online, which creates rooms for using ChatGPT alike tools. However, the use of AI tools such as ChatGPT in assessment has raised concerns among teaching staff. The potential risks include students using the tool to produce poor quality work or even malpractice, including plagiarism. Nevertheless, the trend of technology development cannot be stopped, and the barriers to using such a tool will be lower for both professionals and students. Therefore, it is important to understand how students are making sense of ChatGPT in management education to better channel them towards adopting the tool in a professional and ethical way. This developmental paper aims to propose research that explores the roles and identifications of ChatGPT among management students during their assessment, with the goal of helping management educators better understand how to use ChatGPT in a professional and ethical manner.