Universities must rapidly adapt to risks and rewards of AI

New artificial-intelligence tools are forcing universities to change traditional assessment practices, while also harnessing the potential problem-solving capabilities of the software.

Experts say universities must keep up as developers of AI writing programmes like ChatGPT-4 continue to improve their capabilities to produce university-level essays in subjects such as business and medicine.

Senior finance lecturer Dr Paul Geertsema, at the University of Auckland, says universities will need to adapt to artificial intelligence tools.

"The accommodation option requires a rethinking of the purpose of assessments since the latest generation of large language models such as ChatGPT-4 are quite capable of passing traditional exams in a variety of subjects."

Universities of New Zealand chief executive Chris Whelan says these tools will force universities to alter how they assess their students.

“Universities need to change assessment practices fast. The days of setting for-credit essay-writing assignments are probably over,” he says.

Tertiary-level assessments should focus on things AI cannot do.

“Essays which draw on things that generative AI cannot [currently] replicate, such as drawing on personal experience, and describing methodologies personally followed,” says Whelan.

Another safeguard for essays against the overuse of AI writing tools is getting students to present their essays in class.

All universities in New Zealand are working on strengthening assessments to meet the growing challenges posed by AI.

However, with the use of AI tools growing more prevalent in the workforce, universities must help navigate these industry changes.

Dr Geertsema says universities should teach students how to utilise the tools’ potential.

“In my mind, universities should show students how to use these tools to solve problems and get things done, because these are the skills that are valued in the real world”.

“The response should be not to stop their use but to harness their powers as [students already] have calculators, [and] the internet,” says Whelan.

Dr Geertsema says universities should take a course-by-course approach.

“I would encourage universities not to impose one-size-fits-all solutions. Instead, individuals teaching their courses are best placed to incorporate this technology. In this case, a diversity of approaches is a strength, not a weakness."