This study investigates generative artificial intelligence (GenAI) usage of university students who study alongside their professional career. Previous literature has paid little attention to part-time students and the intersectional use of GenAI between education and business. This study examines with a grounded theory approach the characteristics of GenAI usage of part-time students. Eleven students from a distance learning university were interviewed. Three causal and four intervening conditions, as well as strategies were identified, to influence the use of GenAI. The study highlights both the potential and challenges of GenAI usage in education and business. While GenAI can significantly enhance productivity and learning outcomes, concerns about ethical implications, reliability, and the risk of academic misconduct persist. The developed grounded model offers a comprehensive understanding of GenAI usage among students, providing valuable insights for educators, policymakers, and developers of GenAI tools seeking to bridge the gap between education and business.

翻译：本研究探讨了在职业发展同时进行大学学习的兼职大学生对生成式人工智能（GenAI）的使用情况。现有文献较少关注兼职学生群体以及GenAI在教育和商业领域的交叉应用。本研究采用扎根理论方法，深入分析了兼职学生使用GenAI的特征。通过对一所远程教育大学的十一名学生进行访谈，识别出影响GenAI使用的三项因果条件、四项干预条件及相应应对策略。研究揭示了GenAI在教育与商业应用中的潜力与挑战：虽然GenAI能显著提升生产力和学习成效，但伦理影响、可靠性问题及学术不端风险仍值得关注。本研究构建的扎根模型为理解学生群体中GenAI的使用提供了全面框架，为教育工作者、政策制定者及致力于弥合教育与商业领域鸿沟的GenAI工具开发者提供了重要参考。