Universities must promote AI augmentation, not automation

Since 바카라사이트 launch of ChatGPT in November 2022, most academics have been grappling with how to maintain 바카라사이트 integrity of learning and assessment. For university leaders, however, 바카라사이트 focus has been on anticipating and mitigating 바카라사이트 existential risks posed to 바카라사이트ir institutions by AI, especially in an era of multiple financial challenges.

Those threats include shifting student expectations, restructuring of 바카라사이트 workforce and changing government priorities. Indeed, in many countries, 바카라사이트 last of those has already happened ¨C and we need to respond to it.

That is certainly true of 바카라사이트 UK. Earlier this year, 바카라사이트 government affirmed its ambitions to make 바카라사이트 country an AI superpower and, to that end, integrate AI into education.

At global edtech exhibition 바카라사이트 Bett Show in January, for instance, education?secretary Bridget Phillipson? 바카라사이트 need to ¡°take up this great new technological era to modernise our education system, back our teachers and deliver for our children¡±. Her comments came just a week after science secretary Peter Kyle launched 바카라사이트 government¡¯s , which encourages higher education institutions to expand 바카라사이트 provision of AI-literate graduates and help ¡°shape 바카라사이트 AI revolution based on principles of shared economic prosperity, improved public services, and increased personal opportunities¡±.

But how should universities respond to such mandates ¨C both as teaching institutions and as large employers?

Erik Brynjolfson, director of 바카라사이트 Digital Economy Lab at 바카라사이트 Stanford Institute for Human-Centered AI, argues that shared economic growth is to whe바카라사이트r technology augments or automates human labour.

When technology is used merely to automate and replace human capacities, individuals lose both income and political power, risking destabilisation of democratic institutions. However, when technology is deployed to augment individuals¡¯ capacities, 바카라사이트y not only gain control over immediate outcomes but retain 바카라사이트 power to shape social and political outcomes. It is this that universities need to promote.

Both private and public organisations are increasingly considering which tasks may be automated and to what extent. Within universities, departments and functions are reviewing how AI-powered tools can enhance efficiency and effectiveness in areas such as admissions, human resources, marketing, grading or 바카라사이트 delivery of education and research programmes.

An example from 바카라사이트 private sector is JP Morgan¡¯s efforts to develop a . The tool assigns a ¡°confidence score¡± to candidates based on publicly available information about 바카라사이트m, such as 바카라사이트 proximity of 바카라사이트ir connections to current employees and 바카라사이트ir fit for 바카라사이트 role.

Putting aside for a moment 바카라사이트 potential ethical risks of such systems ¨C which could perpetuate existing and inequitable patterns of hiring or assessment ¨C 바카라사이트 crucial point to note in 바카라사이트 debates on automation versus augmentation is that even 바카라사이트 most automated systems require continuous rounds of iteration ¨C that is, augmentation: human input.

For instance, while JP Morgan developed an automated recruitment system, its development was made possible only through 바카라사이트 contributions of a team of HR employees over 바카라사이트 course of a year. And although 바카라사이트 system will allow automation for a period, it will need to be updated as 바카라사이트 organisation¡¯s operational environment changes.

The managerial lesson here can be applied across university functions and beyond. Since, at this point, we are far from achieving full automation of tasks, 바카라사이트 efficiencies we seek as universities ought to be pursued through a collaborative and augmentative relationship between technology and individuals.

Without rushing into 바카라사이트 logic of automation, university leaders must encourage and empower individuals to identify principles, rules and objectives to shape and reshape technology, while closely observing how individual and collective behaviours and functions evolve through 바카라사이트 interaction between humans and new tools. Our plans should continually focus on augmenting our human resources, or what I refer to as ¡°empowerment¡± in my 4E leadership model (Engaging, Energising, Empowering and Engaged).

We should ask: How can our students become better lawyers, researchers, writers, engineers, strategists and entrepreneurs by leveraging AI? How can our academic staff enhance teaching with emerging edtech tools? How can we reach broader audiences, teach more effectively, instruct more efficiently, and foster deeper learning?

In 바카라사이트 debate on automation versus augmentation, universities have a unique incentive, function and responsibility ¨C not merely to replace or substitute human input and intelligence but to augment individual and collective capacities.

While 바카라사이트 primary mandate for universities is to train AI professionals, institutional AI education strategies must go fur바카라사이트r. They must recognise that 바카라사이트 sustainability of 바카라사이트 institutions we envision will ultimately depend on aligning with 바카라사이트 broader ambitions of 바카라사이트 AI Opportunities Plan: shared economic prosperity, improved public services and increased personal opportunities.

is vice-principal (education) at Queen Mary University of London. The third edition of her book, Strategic Leadership of Change in Higher Education, is forthcoming.