AI Policies, Equity, and Morality and the Implications for Faculty in Higher Education

Abstract

Artificial intelligence (AI) is transforming higher education. While universities have generally touted technological advancements as part of the fabric of their learning environments, the challenges to equitable outcomes for faculty and students related to the use of AI are under-recognized. There is scant work on the equity and morality of university AI policies and the implications for faculty within higher education institutions. While significant attention has been paid to the effect of tools like ChatGPT on student writing and academic integrity, less attention has been paid to how rapidly emerging AI policies affect other aspects of faculty work, and in potentially inequitable ways. This article considers AI policies at three large state universities to examine what policies are provided to faculty and their impacts, including instructional support for students, faculty research, and patents. Findings suggest that institutions vary greatly in terms of faculty guidance and far more work is needed to provide clear policies and resources regarding ethical AI for faculty. We discuss the implications, including challenges and opportunities for higher education institutions, and provide recommendations for moving forward as new technology continues to evolve.