This study examines the forced collaboration between 260 undergraduate students and Generative Artificial Intelligence (ChatGPT) as a project partner in a three-phase research initiative within an introductory fashion systems course in Fall 2024. Students were tasked with navigating this unconventional partnership, using ChatGPT to brainstorm and develop ideas, culminating in reflective responses to five critical questions on AI's limitations, its role in creative collaboration, moments of conflict, alternative approaches, and its implications for future careers.

Through thematic analysis of the students’ reflective papers, the research reveals a dynamic interplay of enthusiasm, frustration, and ethical concerns. While some students embraced AI as a transformative collaborator that expanded their creative potential, others criticized it as an imposed partner that diluted originality and challenged their sense of authorship. Learning outcomes emphasized ethical considerations and academic integrity, compelling students to critically evaluate AI’s role in education and their professional futures.

This research offers a provocative lens into the integration of AI in creative pedagogy, highlighting the tensions between innovation and integrity. It calls for a re-evaluation of curriculum design to ensure that technological partnerships foster not only skill development but also ethical awareness and critical thinking. By interrogating the boundaries of creativity and accountability, this study adds a timely perspective to the discourse dynamics on AI in higher education.

Keywords: Generative Artificial Intelligence (ChatGPT), Creative Collaboration, Human-AI Interaction, Ethics and Academic Integrity, Forced Partnerships.