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Fix the driver behind crashes, sound loss and screen glitchesFind Drivers →Clear out junk files and repair common Windows errorsFree Scan →Indian Institute of Management Ahmedabad (IIMA) is replacing a blanket-ban approach to generative AI with supervised use. Students can use tools such as ChatGPT or Gemini to summarise and analyse business cases before class, but faculty then alter the case conditions so that a ready-made answer is no longer enough. The aim is to make future managers exercise judgement when facts shift, information is incomplete and plans fail.
Does IIM Ahmedabad allow ChatGPT in MBA classes?
Yes, with an important qualification: IIMA is encouraging guided, responsible use rather than allowing AI to replace a student’s own analysis. Director Professor Bharat Bhasker said the institute has “responded by encouraging students to use AI rather than prohibiting it.” Students may use ChatGPT or Gemini while preparing case discussions, including for summarisation and analysis.
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The policy does not mean that an AI-generated answer is accepted as a student’s work. Classroom discussion is being redesigned to test what happens after the obvious answer has been produced. Students still have to explain assumptions, weigh trade-offs and make decisions when the situation changes.
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AI handles the first pass
In a traditional case-preparation workflow, students read a case, identify the central problem and arrive with a recommendation. An AI tool can now perform part of that preparation quickly by extracting facts, summarising competing arguments or suggesting analytical frameworks.
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That capability is useful, but it creates a classroom risk: if everyone submits the same case to a model, many students may arrive with nearly identical conclusions. A discussion built around repeating those conclusions would test prompt quality more than managerial reasoning.
Faculty introduce changed assumptions
IIMA faculty respond by modifying the case after students have prepared it. Professor Bhasker described disruptions such as a broken supply chain, an unavailable shipping route or workers failing to report. These changes force students to revisit a recommendation instead of reciting the output they obtained before class.
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The teaching objective is decision-making under uncertainty. Students must decide which information matters, identify what can no longer be assumed, estimate consequences and defend a course of action while conditions continue to move. AI can help with documented information; it cannot remove the responsibility for choosing under pressure.
What this demands from students
- Use AI to accelerate preparation, not to outsource the final judgement.
- Check summaries and recommendations against the original case.
- Record the assumptions behind an answer so they can be challenged when facts change.
- Be ready to explain why a recommendation should be revised, not merely repeat the first response.
What the institute has built around the policy
The classroom changes are part of a broader institutional AI programme. IIMA announced a partnership with OpenAI on February 19, 2026. The partnership covers responsible AI use by students, faculty and staff; faculty enablement; generative AI in case-based pedagogy and classroom workflows; and campus-wide deployment of ChatGPT Edu across degree and executive programmes.
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The institute also reported purchasing about 1,500 licences for students, faculty members, research associates and others. The director said the initiative was introduced in April 2026. That figure comes from the director’s interview; IIMA’s public announcement confirms the partnership and ChatGPT Edu deployment but does not provide a separate technical audit of the licence count.
The Krishnamurthy Tandon School of Artificial Intelligence
IIMA inaugurated the Krishnamurthy Tandon School of Artificial Intelligence on March 26, 2026. A ₹100 crore endowment from Chandrika Krishnamurthy Tandon and Ranjan Tandon supports the school.
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Its stated mission is practical and translational: turning AI advances into tools and solutions for decision-making, productivity and complex challenges in business, government and society. The school also emphasises responsible research grounded in Indian contexts. That focus places AI alongside management, public policy and social impact rather than treating it only as a software-engineering subject.
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1Fix the driver behind crashes, sound loss and screen glitches2Repair Windows errors before they cause bigger problems3Scan for outdated or missing drivers - takes under a minuteIs IIMA launching an MBA in business analytics and AI?
Yes. IIMA reported that the maiden 2026–2028 cohort of its two-year blended MBA in Business Analytics & AI had 71 professionals. Participants came from banking, financial services and insurance, information technology, consulting, education, retail and e-commerce, biotechnology and healthcare.
The cohort’s composition indicates that the programme is designed for working professionals across industries, not only for software specialists. A blended format also reflects the institute’s attempt to connect analytics and AI with managerial decisions made in varied organisational settings.
How IIMA’s approach differs from an AI ban
| Teaching question | Blanket prohibition | IIMA’s documented direction |
|---|---|---|
| Can students use generative AI for preparation? | No, or only under restrictive exceptions. | Yes, for activities such as summarising and analysing cases. |
| How is assessment or discussion protected? | By trying to keep AI out of the workflow. | By changing assumptions and introducing disruptions that require fresh judgement. |
| What capability is prioritised? | Unaided production of an initial answer. | Tool fluency combined with independent managerial decision-making. |
| Where does AI sit in the curriculum? | Outside most teaching, or in isolated specialist work. | Across case pedagogy and workflows, alongside a dedicated blended MBA in Business Analytics & AI. |
This model does not claim that AI automatically improves learning. IIMA has not published independent outcome data or student evaluations demonstrating measured gains from the policy. Its stated rationale is instead to adapt teaching to a workplace in which managers will encounter AI and still have to make accountable decisions.
Why the shift matters for MBA education
Generative AI has made information retrieval and first-draft analysis cheap and fast. Business schools therefore face a choice between trying to exclude tools that students and employers already use, or redesigning learning around the capabilities humans must retain. IIMA is choosing the second route.
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Professor Bhasker said AI is helping the institute train managers to think beyond what is already documented in a case while challenging faculty members to improve classroom teaching. In practice, that means the value of a case session moves from producing a single polished answer to explaining how a decision should change when reality refuses to follow the original plan.
For students, the practical lesson is straightforward: use AI to prepare more efficiently, but expect the classroom to test the parts a model cannot responsibly own—context, accountability, uncertainty and the consequences of a decision.
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