Abstract
This chapter explores the integration of generative artificial intelligence (AI) in higher education through semi-structured interviews and discourse analysis of academic staff at a UK Russell Group university’s business school. Eight key themes emerged - AI as: “a double-edged sword”, “the elephant in the room”, “an unintended burden”, “a pedagogical paradigm shift”, “a new instrument”, “an escalator”, “a digital compass”, and a “digital tutor”. The study reveals that generative AI is seen as both beneficial and challenging, demanding a shift in pedagogy to enhance critical thinking and problem-solving skills. The findings emphasise the need for balanced AI integration, ongoing professional development, and ethical guidelines. By highlighting these nuanced educator perceptions, this research offers insights for responsibly and effectively incorporating AI in academic settings, aiming for a synergy between technological advancements and core educational values.
| Original language | English |
|---|---|
| Title of host publication | Generative AI in Higher Education |
| Subtitle of host publication | The Good, the Bad, and the Ugly |
| Editors | Kätlin Pulk, Riina Koris |
| Publisher | Edward Elgar |
| Pages | 28-44 |
| Number of pages | 17 |
| ISBN (Electronic) | 9781035326020 |
| ISBN (Print) | 9781035326013 |
| DOIs | |
| Publication status | Published - 1 Jan 2025 |