As part of our Member Benefits activities for the 23/24 Academic year, three roundtables were held with stakeholders to consider how they felt Generative Artificial Intelligence would impact higher education institutions.
The series convened experts from various backgrounds to explore the integration of artificial intelligence in educational settings. The aim was capture the views of people at all levels, starting with students, lecturers, and professional services staff, moving on to a leadership perspective, and finally to senior leaders and administrators to capture the strategic perspective.
As part of the work undertaken, we experimented with creating an entirely AI-generated report. V1 has been generated entirely by ChatGPT 4.0, with only minor amendments to fit house style. V2 is a hybrid report, which has been produced by ChatGPT 4.0, but then edited by the project leads to ensure it truly represents the discussions that were held.
We are publishing both versions as an educational guide, so people can see the current limitations of using Generative AI tools in academic settings.
This project is part of the Generative AI: Beyond Assessment member project, find out more here.
Advance HE members can download both reports below.
In the below video, project leads Charles Knight and Vic Stephenson, along with Mark O'Hara, discuss the production of the reports, and discuss the issues and limitations with using Generative AI as a productivity tool.
![University of The Future [V1]](https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/thumbnails/Uni of the future v1 cover 182_1714462210.png)
![University of The Future [V2]](https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/thumbnails/Uni of the future cover 182_1714462394.png)
Contributors
Bernice Yeo, Postgraduate student at University College London, UK; Hazel Farrell, Programme Leader, Southeast Technological University, Ireland; Melissa Chard-Hall, Postgraduate student and Study Skills Tutor at York St John University, UK; Maha Bali, Professor of Practice, American University, Cairo, Egypt; Laura Black, Student Voice Manager, Student Union, Royal Holloway University, UK; Perry Share, Head of Student Success, Atlantic Technological University, Ireland; Alison Morris, Senior Lecturer, College of Agriculture, Food and Rural Enterprise, Ireland; Oguz Acar, Professor of Marketing & Innovation, Kings College London, UK; Christopher Bonfield, Director for Centre for Learning and Teaching, University of Bath, UK; Marie Salter, Head of Technology Enhanced Learning, University of Bath, UK; Errietta Bissa, Head of Academic Development, University of Wales Trinity St David, UK; Tony Castro, Associate Dean of Teaching and Learning, Guildhall School of Music and Drama, UK; Karen Barton, Deputy Director of Education Enhancement, University of Strathclyde, UK; Ed Pitt, Reader and Director, Centre for the Study of Higher Education, University of Kent, UK; Becky Bradshaw, Chief Operating Officer, University of Northampton, UK; Claire Gordon, Director, Eden Centre for Education Enhancement, London School of Economics and Political Science, UK; Adrian Wright, Academic Director Collaborative Teaching Lab, University of Birmingham, UK; Keith Phalp, Pro Vice-Chancellor Education and Quality, Bournemouth University, UK; Peter Alston, Interim Dean of Education Services, BPP University, UK; David Kennedy, Dean of Digital Education, Newcastle University, UK; Lizann Bonnar, Principal Teaching Fellow, University of Strathcylde, UK.