Abstract
As artificial intelligence (AI)-powered tools become increasingly integrated into highereducation, universities must reimagine their institutional operations to achieve greaterefficiency, enhance practice, and ensure responsible usage. This paper investigates thepotential of generative AI (gen-AI) as a "partner" in collaborative course development,focusing on the changing dynamics and implications of integrating gen-AI into thedevelopment process. Drawing on a case-study approach that combines education and AIliterature with the authors' experiences as learning designers, we examine the shiftingdynamics of third space professional (TSP) and academic relationships when introducinggen-AI as a partner. We unpack current collaborative course development practices andillustrate how gen-AI can enhance existing processes, create efficiencies, and offer newpossibilities. We also highlight the importance of academic capability-building opportunitiesand address the risks associated with an AI-partnered future. This case study contributes toour understanding of gen-AI's potential in transforming collaborative course developmentand provides practical insights that may positively shape emerging partnerships betweenacademics and TSPs.
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