Generative artificial intelligence (GenAI) is increasingly described in higher education as a tool, collaborator, evaluator, proxy, and infrastructure. These labels are not neutral: they shape who is seen as acting, knowing, and, crucially, being answerable when someone uses AI. This study examines how scholars distrib...
Australian universities regulate students'use of generative artificial intelligence (GenAI) through overlapping policies, procedures, guidance, and assessment instructions, but these environments may classify identical conduct differently. We applied 15 standardized student-use vignettes to the public policy environmen...
The findings show how universities can move beyond policy inventories and principal statements by testing whether authority, procedures, safeguards, and reviews remain connected as AI capabilities evolve by developing Institutional AI Governance Stress Testing (IAGST).
A conceptual evaluation of the extent to which GenAI redistributes students' and teachers'ability to act in classrooms to produce knowledge, validate each other's claims, and create evidence of student learning while collaborating with and competing against humans is presented.
Biranchi Poudyal· 0 citations
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