Paper Number
ECIS2026-2356
Paper Type
SP
Abstract
Artificial intelligence (AI) increasingly shapes professional roles across sectors, challenging how students construct their future professional identity. Drawing on identity threat theories, this study explores how providing strength-based identity work support in business higher education relates to students’ perceived AI identity threat. We conducted a mixed-method exploratory field study in an undergraduate marketing course, where learning activities invited students to identify and mobilize their lived experience as uniquely human strengths in their AI-augmented future profession. Preliminary analyses show that the dimensions of AI identity threat do not evolve uniformly over time and relate differently to distinct dimensions of identity work support. Next steps include a third wave of data collection after the final assignment and post-course qualitative interviews to deepen our understanding of how students perceive strength-based identity work support and how that relates to their perceived AI identity threat.
Recommended Citation
Deventer, Claire, "Who Am I Next To AI? Strength-Based Identity Work Support In Business Higher Education" (2026). ECIS 2026 Proceedings. 11.
https://aisel.aisnet.org/ecis2026/comp_mgmt/comp_mgmt/11
Who Am I Next To AI? Strength-Based Identity Work Support In Business Higher Education
Artificial intelligence (AI) increasingly shapes professional roles across sectors, challenging how students construct their future professional identity. Drawing on identity threat theories, this study explores how providing strength-based identity work support in business higher education relates to students’ perceived AI identity threat. We conducted a mixed-method exploratory field study in an undergraduate marketing course, where learning activities invited students to identify and mobilize their lived experience as uniquely human strengths in their AI-augmented future profession. Preliminary analyses show that the dimensions of AI identity threat do not evolve uniformly over time and relate differently to distinct dimensions of identity work support. Next steps include a third wave of data collection after the final assignment and post-course qualitative interviews to deepen our understanding of how students perceive strength-based identity work support and how that relates to their perceived AI identity threat.
When commenting on articles, please be friendly, welcoming, respectful and abide by the AIS eLibrary Discussion Thread Code of Conduct posted here.