Governance of generative AI in higher education: A qualitative analysis of universities' policies and global insights

Abstract

As generative AI becomes increasingly integrated into higher education, institutions face challenges in balancing its benefits with potential risks, including plagiarism, misinformation, bias and privacy concerns. This study examines the policies and guidelines on generative AI usage implemented by leading US universities ranking based best colleges in the world in the US News List using a qualitative document analysis approach. The study identifies key themes in generative AI governance, including responsible experimentation, transparency, AI literacy and faculty discretion in policy implementation. While universities recognise the potential of AI to enhance learning and research, policies vary significantly across regions, with European institutions adhering to stricter regulations and US universities granting faculty greater flexibility. The results also provide valuable insights for policymakers and educators seeking to develop responsible AI governance frameworks in higher education.