Abstract
This paper critically reflects upon a year of partnership with ChatGPT since it became freely available. By exploring the possibilities and limitations of utilising such tools through a personal reflective narrative and the metaphoric notion of partnership it considers the advantages and limitations of this tool in context, recognising both students and teaching faculty are at risk of McDonaldization of their work. Beyond the benefits there are impacts on the amount and type of work being done by both academics and students.
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