The development of Generative AI (GAI) tools such as ChatGPT, Gemini and Copilot has launched significant academic debate and an emerging associated body of literature, around the implications of such tools for teaching and learning, with a particular focus on ethical and appropriate usage of GAI.

During this presentation and associated paper, I share my experience of mandating that students use GAI to research and write, as part of a groupwork project, a 4000 word business plan for the Business Planning and Sustainable Entrepreneurship module within their undergraduate degree programme at The School for Business and Society, University of York.

In the year leading up to the GAI pilot, it had become commonplace during groupwork for students to accuse fellow teammates of ‘cheating’ using GAI and seek faculty support in investigating potential academic misconduct. With the absence of any reliable AI checker, the module was in danger of escalating towards becoming unmanageable and as a result, the idea of mandating the entire cohort to use GAI emerged. Mandating students to freely use GAI for researching and writing their assignment aimed to resolve the issue of students accusing peers of cheating, but there were other pedagogically-rooted rationale for the pilot as well. Using GAI as one of many business planning tools and frameworks, simulated the creativity and resourcefulness needed by entrepreneurs writing business plans in practice. Furthermore, it provided a useful opportunity to support the development of student GAI skills, particularly around the employability skill of critical engagement with, and appropriate usage of GAI tools.

The paper outlines the obstacles faced when implementing the pilot as well as the method employed and, using data collected from the module, reflects on the outcomes, successes and lessons learned from the pilot.

Keywords: Generative AI, entrepreneurship education, business planning.