Abstract:

Generative artificial intelligence (GenAI) is increasingly influencing higher education by reshaping learning practices, academic writing, knowledge access, assessment preparation, research support, and student engagement. This review article examines GenAI as more than an educational technology, positioning it as a factor that affects the development of managerial decision-making, business ethics, and workforce readiness. The article draws attention to the changing role of higher education as a pipeline for future managers, entrepreneurs, administrators, policymakers, and business professionals who will operate in AI-mediated organizational environments. It discusses how GenAI transforms knowledge production and management learning by supporting idea generation, business case analysis, scenario planning, data interpretation, and professional communication. At the same time, the review addresses concerns related to passive dependence, weakened critical thinking, uncertain authorship, academic integrity, algorithmic bias, unequal access, and employability gaps. A conceptual framework is developed to connect GenAI in higher education with knowledge transformation, critical thinking, ethical judgment, digital capability, managerial decision-making, business ethics, workforce readiness, and organizational readiness. The article further presents practical implications for universities, business schools, firms, managers, and policymakers, emphasizing curriculum redesign, responsible AI policy, AI literacy training, ethical assessment, and digital inclusion. The review contributes to business and management scholarship by linking GenAI-enabled education with human capital development and organizational preparedness.