Generative Artificial Intelligence, Academic Integrity and Authentic Assessment within an Irish University

Abstract

Academics need both an overarching policy on Generative Artificial Intelligence (Gen AI) use in teaching and learning, yet agency in its application across various disciplines. Clarity on the use of the technology for both students and staff is therefore a challenge and characterised by uncertainty given how its application is still unfamiliar. This research examines the organisational context in which Gen AI is being embraced and was conducted by the digital teaching support functions within an Irish university. Students and staff were surveyed (n=1,746) on various aspects of digital use within their education and workplace, including Gen AI. This data explored to what extent staff and students are adopting the technology in their work and study, which tools they use and importantly what guidance they received. The university statement of intent identifies that it acknowledges that students and staff are already using AI tools and that it is supportive of the legitimate and appropriate application of such tools once university policies are adhered to. This research probes into the extent that this ambition is achieved on the ground and how guidance is being interpreted while maintaining the integrity of academic work.