Filtered by category: HEPI UK, tag: artificial intelligence × Clear
AI is raising the first rung: Who will turn graduates into professionals?
Matched: Artificial Intelligence
AI is absorbing routine entry-level work that traditionally helped graduates develop professional judgement, disrupting the longstanding arrangement between universities, employers and professional bodies. Entry-level roles are becoming "seniorised," demanding leadership and adaptability earlier. The author argues universities must embed judgement-building across curricula, employers must replace the developmental value of routine work deliberately, and government should establish a formal graduate formation model clarifying responsibilities and funding — with equity in access a central concern.
AI and the humanities: crisis or opportunity?
Matched: Artificial Intelligence, generative AI
AI poses both a threat and opportunity to humanities education. LLMs risk devaluing degrees if students submit AI-generated work — professors identified it correctly only 53% of the time in one study. Yet graduates who develop genuinely human skills like critical thinking, ethical reasoning, and cultural understanding may become more valuable to employers precisely because AI cannot replicate these abilities. Universities should adopt assessments, such as oral exams, that cannot be AI-generated.
The next university crisis will not be about students using AI
Matched: Artificial Intelligence, generative AI
Universities have focused AI debate on student use, but the bigger risk is how AI is embedded in institutional operations — recruitment, administration, data, and decision-making. With 95% of students already using AI, universities now face a governance challenge: fragmented oversight, unclear accountability, and growing dependency without resilience. The author argues institutions must develop visibility, accountability, assurance, capability, and resilience before AI failures cause serious harm.
Every student needs a minimum AI requirement
Matched: Artificial Intelligence, generative AI
A mathematics teacher writing for HEPI argues universities should treat AI literacy as an equality issue, not optional enrichment. While 95% of undergraduates use AI, only 48% feel staff are helping them develop relevant skills, and social-grade gaps persist. The author proposes a minimum first-term AI entitlement covering tool access, discipline-specific verification training, low-stakes practice, and clear assessment rules, suggesting this be embedded in existing access and participation plans.