Generative AI in Higher Education: A Synthesis of Academic Leaders’ Perspectives

<title>Abstract</title> <p>This paper explores how academic leaders in higher education perceive the integration of Generative Artificial Intelligence (GenAI) and its implications for teaching, learning, and academic research. Using critical discourse analysis and synthesis analysis, the study uncovers power dynamics within leaders' discussions and applies technological frames and innovation diffusion theory to explain how these perceptions influence institutional strategies to respond to AI. Through analysis of a dataset comprising six transcripts from UNESCO public workshops, ten webinars by the U.S. Department of Education, and nine scholarly articles, the study highlights both opportunities and challenges posed by GenAI. Leaders acknowledge GenAI’s transformative potentials, but ethical concerns and academic integrity issues remain prominent, with none openly advocating for its adoption. This cautious stance underscores the need for continuous awareness and the development of institutional policies to address these concerns and guide responsible adoption. The paper concludes with recommendations for promoting responsible GenAI use, including training for faculty and policy development to safeguard core academic values, calls for curriculum and assessment methodology redesign, and guide students in navigating AI usage.</p>