Exploring the Transformative Impact of Generative AI on Higher Education

The launch and subsequent rapid adoption of ChatGPT has initiated significant debate within the academic and practice-based community generating both fear and anxiety that is also contrasted with a sense of opportunity and excitement within the sector. The use of Generative AI (GenAI) within Higher Education (HE) has significant implications from both student and staff perspectives directly impacting existing pedagogic and assessment practice as well as policy across the education system. We seek to explore these areas to better understand the impact on HE from the widespread use of generative AI. Through a qualitative lens, this study has explored the thoughts and feeling of staff and students on the adoption of generative AI giving the sector valuable insights. Our findings highlight the complexities in decision and policy making where staff and students exhibit a wide spectrum of views and feelings on the use of generative AI with their fears and uncertainty being exacerbated with absence of formative and clear guidance. This research paper also highlights some of the innovative uses of generative AI and discusses how students use the technology to pragmatically support their learning but also engage in unethical practice, offering valuable and timely insight to ChatGPT use within a HE context.