A new collection of essays, AI and the Future of
Universities (HEPI Report 193) edited by Dr Giles
Carden and Josh Freeman, brings together leading voices from
universities, industry and policy. The collection comes at a
point when Artificial Intelligence (AI) is projected to have a
profound and transformative impact on virtually every sector of
society and the economy, driving changes that are both beneficial
and challenging. The various pieces look at how AI is reshaping
higher education – from strategy, teaching and assessment to
research and professional services.
The nine human contributors include:
- Dr Vinton G Cerf, Vice-President and Chief Internet
Evangelist at Google;
- Professor Dame Wendy Hall FRS, Director of the Web Science
Institute at the University of Southampton; and
- Professor Rose Luckin, Professor of Learner Centred Design at
the UCL Knowledge Lab.
The collection, which has been kindly supported by the University
of Southampton, includes a chapter on ‘Artificial intelligence
and the future of research' written by OpenAI's ChatGPT using a
carefully created prompt. Readers are asked to compare this piece
to the human-written essays and to form their own opinions on its
strengths and weaknesses.
The Foreword by Wendy Hall and Giles Carden
states:
‘The chapters are not just a collection of
essays on AI but a call to action. They frame the AI revolution
not as a threat to be mitigated but as an opportunity to rethink
the purpose and practice of higher education fundamentally. By
drawing out the key themes, contrasting perspectives and areas of
convergence and divergence, the collection aims to stimulate
critical dialogue, encourage innovative practice and, ultimately,
empower institutions to navigate this transformative era with
foresight and purpose, ensuring AI elevates, rather than
diminishes, the pursuit of knowledge and intelligence.'
Key findings
-
AI Literacy: Universities should embed AI
literacy for staff and students, focusing on knowledge, ethics,
transparency and continuous learning.
-
Technology: Choice of technology is crucial
and universities need a strategy and roadmap to ensure a
joined-up approach to AI implementation. The economics of AI
capabilities will need to be carefully evaluated to ensure
value for money.
-
Assessment: Generative AI challenges
traditional exams and essays, requiring a shift toward
evaluating creativity and critical thinking.
-
The workforce: Institutions need to assess AI
skills, embed them in professional development and nurture AI's
pedagogical leaders.
-
Strategic advantage: AI can revolutionise
strategy and operations though real-time insights, predictive
modelling and efficiency gains.
-
Human intelligence: Rather than replacing
human cognition, AI could enhance it.
-
Research: AI accelerates literature reviews,
data analysis and interdisciplinary work alongside raising
questions about ethics, bias and authorship.
Dr Giles Carden, Chief Strategy Officer at the University
of Southampton, who has edited the collection, co-written the
Foreword and contributed a chapter, said.
‘AI is not a distant prospect – it's already a ubiquitous part of
our lives. So these essays arrive at a pivotal moment. The report
is a call to action for universities to embrace change, transform
professional services, rethink educational models and prepare
graduates for an AI-driven world of work, ensuring AI serves to
improve, not diminish, the human pursuit of knowledge.'
OBE, Director of the Higher
Education Policy Institute, said:
‘Every day, at least one person asks me what AI means for higher
education. No one can answer that question with complete
certainty just yet. But this collection of pieces by leading
thinkers lights the way ahead.
‘It shows where AI is already making a difference and outlines
AI's future potential while, crucially, not diminishing the
challenges it poses.'
