Two inconsistent phenomena seemingly can be true at the same time: AI is seen as disrupting jobs, and, yet, on the surface, it appears as if less is happening than meets the eye. Where you stand on AI depends on whom you talk to. Schools now feverishly compete to prepare graduates with simplistic educational remedies driven by competitive branding agendas, providing symbolic curriculum overhauls as recruiting and job-placement signals, regardless of whether such courses share a coherent body of core knowledge. With recent New York Federal Reserve Bank research showing that computer science majors now have more trouble finding jobs than humanities majors, the risk of misleading students with false curriculum certainties is genuine.
As a core course developer at one of the world’s top three business schools confessed to us:
