We start with reviewing normative actions of international organizations and concerns expressed about the current technical landscape. Then we proceed with proposing a framework that comprises five key dimensions relating to the main challenges relating to AI in higher education institutions, followed by five key strategic actions that the main stakeholders need to take in order to address the current developments . W e map these actions to the main stakeholders of higher education and propose a deployment plan . This defines a framework along the dimensions: C hallenges, Actions, Stakeholders, Deployment CASD . Examples of AI specific actions at the institutional and individu al course level are also provided and discussed.

Artificial intelligence (AI) advances and the rapid adoption of generative AI tools like ChatGPT present new opportunities and challenges for higher education. While substantial literature discusses AI in higher education, there is a lack of a systemic approach that captures a holistic view of the AI transformation of higher education institutions (HEIs). To fill this gap, this article, taking a complex systems approach, develops a causal loop diagram (CLD) to map the causal feedback mechanisms of AI transformation in a typical HEI. Our model accounts for the forces that drive the AI transformation and the consequences of the AI transformation on value creation in a typical HEI. The article identifies and analyzes several reinforcing and balancing feedback loops, showing how, motivated by AI technology advances, the HEI invests in AI to improve student learning, research, and administration. The HEI must take measures to deal with academic integrity problems and adapt to changes in available jobs due to AI, emphasizing AI-complementary skills for its students. However, HEIs face a competitive threat and several policy traps that may lead to decline. HEI leaders need to become systems thinkers to manage the complexity of the AI transformation and benefit from the AI feedback loops while avoiding the associated pitfalls. We also discuss long-term scenarios, the notion of HEIs influencing the direction of AI, and directions for future research on AI transformation.

The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and Millennial Generation teachers? Abstract This study aimed to explore the experiences, perceptions, knowledge, concerns, and intentions of Gen Z students with Gen X and Gen Y teachers regarding the use of generative AI (GenAI) in higher education. A sample of students and teachers were recruited to investigate the above using a survey consisting of both open and closed questions. The findings showed that Gen Z participants were generally optimistic about the potential benefits of GenAI, including enhanced productivity, efficiency, and personalized learning, and expressed intentions to use GenAI for various educational purposes. Gen X and Gen Y teachers acknowledged the potential benefits of GenAI but expressed heightened concerns about overreliance, ethical and pedagogical implications, emphasizing the need for proper guidelines and policies to ensure responsible use of the technology. The study highlighted the importance of combining technology with traditional teaching methods to provide a more effective learning experience. Implications of the findings include the need to develop evidence-based guidelines and policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education. Keywords: ChatGPT; Generative AI; AI Literacy; Risks; Advantages; Holistic competencies; Challenges; Benefits 1. Introduction Generation Z (Gen Z) students have largely replaced Millennials in undergraduate programmes, with institutions of higher education now primarily enrolling students from the former (Seemiller & Grace, 2016; Shatto & Erwin, 2016). With educators welcoming a new cohort of students to campus, there is a growing concern regarding how to effectively teach this'always-on' generation; for example, a study by Pearson (2018) showed that almost half of all Gen Z-ers (47%) spend a minimum of three hours daily on YouTube. The Gen Z population, much like its predecessors - the Silent and Baby Boomer generations, followed by Generation X (Gen X) and Generation Y (also known as Millennials) - has its own unique, distinct characteristics that have been shaped by information communication technologies, social and cultural shifts, and financial volatility. As such, it is crucial for higher education institutions to effectively engage with Gen Z, in order for scholars, teachers, and university staff to understand their aforementioned characteristics (Seemiller & Grace, 2017; Shatto & Erwin, 2016; Shorey et al., 2021) and in turn, effectively and ethically integrate generative AI (GenAI) technologies into the curriculum.

AI in Education Market size valued at USD 4 billion in 2022 and is anticipated to witness over 10% CAGR from 2023 to 2032, owing to the growing inclination towards personalized learning. Increasing reliance on technological reinforcement and conventional techniques has rendered traditional education models no longer sufficient to sustain the sector. In order to fulfill the evolving demands of students and educators, edtech startups are transforming and improving the education sphere by disrupting traditional technologies and advancing existing learning methods. As of January 2023, there are 30 EdTech Unicorns worth $89 billion worldwide. The lack of skilled professionals is a major factor restricting the adoption of AI across the education industry.

The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance -- and also in student cheating. Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve. Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly, particularly with the development of what's known as the language generator GPT-3. With this, companies such as Google, Microsoft and NVIDIA can now produce "human-like" text. AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism.

The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance -- and also in student cheating. Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve. Over the past two years, the ability of artificial intelligence to generate writing has leaped forward significantly, particularly with the development of what's known as the language generator GPT-3. With this, companies such as Google, Microsoft, and NVIDIA can now produce "human-like" text. AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism.

The dramatic rise of online learning during the COVID-19 pandemic has spotlit concerns about the role of technology in exam surveillance -- and also in student cheating. Some universities have reported more cheating during the pandemic, and such concerns are unfolding in a climate where technologies that allow for the automation of writing continue to improve. Over the past two years, the ability of artificial intelligence to generate writing has leapt forward significantly, particularly with the development of what's known as the language generator GPT-3. With this, companies such as Google, Microsoft and NVIDIA can now produce "human-like" text. AI-generated writing has raised the stakes of how universities and schools will gauge what constitutes academic misconduct, such as plagiarism.

Today's digital world has created a booming demand for new skills, including the technical knowledge to develop artificial intelligence (AI) tools as well as the aptitude to apply and use AI in the workplace. But a new survey of higher education officials suggests that demand for AI training is outpacing supply and the current ability of higher education institutions to meet that demand. The study, which polled 246 prequalified higher education administrators, educators and IT decision makers from a mix of community colleges, four-year colleges and vocational schools, also suggests that while higher education officials recognize the growing demand for AI instruction, 52% of them say they are struggling to attract instructors to teach AI courses. One reason is that the demand for AI subject matter experts -- and what companies are willing to pay them -- is so high in the commercial sector that schools are having a hard time competing for talent. But the study, conducted in April/May 2021 by EdScoop and underwritten by Dell Technologies and Intel, also found college officials face a variety of other challenges.

An applicant who has received a Degree of Doctor or has the equivalent academic expertise shall be qualified for this appointment. Priority shall be given to a person who has been awarded a doctoral degree or achieved equivalent academic expertise no more than five years before the deadline for applications for employment as assistant professor. A person who has been awarded a doctoral degree or has achieved equivalent expertise at a previous date may, however, be considered in special circumstances. Special circumstances is here used to describe: sick leave, parental leave, and other similar circumstances. Grounds for assessment As grounds for assessment when appointing an assistant professor, the level of proficiency required to qualify for the appointment shall apply.

Crans-Montana (Switzerland), Paris (France) June 22nd 2021 - Les Roches, the highly regarded hospitality business school recently ranked third in World university ranking for employer reputation* and aivancity, the Grande École of Artificial Intelligence are launching together the first Certificate in artificial intelligence (AI) applied to the Hospitality management. The hospitality sector is an extremely propitious terrain for the use of AI as it generates large masses of data, and these masses of data can in turn enable optimizing customer relations almost in real time through Artificial intelligence. The Swiss rooted Hospitality business school and aivancity have designed a program dealing with the challenges of massive data and AI in the hospitality management sector. Through this "Certificate in Artificial Intelligence" Les Roches and aivancity wants the minds of tomorrow to understand the language and part of the technicality of AI solutions, its sociological and ethical impacts as well as its business, managerial and organizational consequences. The 5 days program will feature expert faculty from aivancity and Les Roches as well as world-class industry experts and scientists.