Qualitative themes for the impact of GenAI on participants' teaching and research
| Theme | Categories |
|---|---|
| Impact on Research | Accelerate the process of literature review |
| Accelerate the process of research output | |
| Expect to see GenAI use in research increasing | |
| Fear of over-reliance on GenAI | |
| Impact on Teaching–Learning (Faculty) | Enhanced student interest |
| Improved communication | |
| Need to adapt instruction to ensure learning | |
| Useful in course preparation | |
| Useful in preparing assessments and grading | |
| Impact on Teaching–Learning (Students) | Better quality of student work with AI collaboration |
| Provides students individually tailored scaffolding, to improve writing, gaps in prior knowledge | |
| Enhanced student engagement | |
| An academic companion | |
| Issues and Barriers to Adoption | Increases load on faculty – difficult to keep up with pace of developments in AI; reluctant to use; do not see their role as teachers of how to use GenAI |
| Academic Integrity concerns GenAI Academic integrity concerns (worsening of existing issues, lack of GenAI detection tools, unclear boundaries of faculty role, need for institutional policies) | |
| Faculty job insecurity |
| Theme | Categories |
|---|---|
| Impact on Research | Accelerate the process of literature review |
| Accelerate the process of research output | |
| Expect to see GenAI use in research increasing | |
| Fear of over-reliance on GenAI | |
| Impact on Teaching–Learning (Faculty) | Enhanced student interest |
| Improved communication | |
| Need to adapt instruction to ensure learning | |
| Useful in course preparation | |
| Useful in preparing assessments and grading | |
| Impact on Teaching–Learning (Students) | Better quality of student work with AI collaboration |
| Provides students individually tailored scaffolding, to improve writing, gaps in prior knowledge | |
| Enhanced student engagement | |
| An academic companion | |
| Issues and Barriers to Adoption | Increases load on faculty – difficult to keep up with pace of developments in AI; reluctant to use; do not see their role as teachers of how to use GenAI |
| Academic Integrity concerns GenAI Academic integrity concerns (worsening of existing issues, lack of GenAI detection tools, unclear boundaries of faculty role, need for institutional policies) | |
| Faculty job insecurity |
Note(s): All eight interviewees reported being users of GenAI
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