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Rethinking Doctoral Education in the Age of AI
Abstract   Open access

Rethinking Doctoral Education in the Age of AI

Pappu Pradyumna, R David Lebel, Katie Badura, Michael Christian, Crystal I Chien Farh and Daniel Newton
Academy of Management Annual Meeting Proceedings, Vol.2026(1)
07/2026
DOI: 10.5465/AMPROC.2026.14773symposium
url
https://doi.org/10.5465/AMPROC.2026.14773symposiumView
Published (Version of record) Open Access

Abstract

Doctoral education is the primary context in which future scholars develop the cognitive skills, professional norms, and identities that shape the field of organizational behavior. Recent advances in artificial intelligence (AI), particularly tools that support writing, analysis, and feedback, introduce new conditions under which doctoral learning and evaluation occur. While these tools offer potential benefits, they also raise fundamental questions about how doctoral students learn to theorize, exercise judgment, interpret feedback, and internalize norms related to originality, independence, and scholarly contribution. This panel symposium brings together experienced doctoral educators to examine how AI-enabled work practices intersect with the cognitive and social processes central to doctoral training. Rather than focusing on AI as a technical innovation, the panel treats it as a contextual change that may influence attention, sensemaking, learning, and identity development in doctoral programs. Panelists will discuss how faculty and students are interpreting and responding to these changes, the implications for mentoring and evaluation, and how shared norms around AI use may emerge within academic communities.

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