Will the Floodgates Open? The Role of Institutional Influences in University Teachers’ GenAI Adoption Decisions
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2024-08-26
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en
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The rise of generative artificial intelligence (GenAI) challenges traditional teaching and examination methods in universities. While university teachers are increasingly exploring the integration of GenAI into their curricula, research focusing on their perspectives remains limited. Existing adoption theories often emphasize individual perceptions of an innovation but fail to adequately account for the role of institutional influences on teachers' decisions. This study addresses this gap by using institutional theory as a lens to provide a deeper understanding of the adoption process. Employing an interpretive qualitative approach through semi-structured interviews, this research investigates the factors university teachers consider when deciding to incorporate GenAI into their teaching practices. It examines how institutional factors, such as organizational culture and leadership, influence the adoption of GenAI in higher education and proposes a framework to illustrate these dynamics. The findings contribute to expanding adoption theory and offer practical insights for educators, policymakers, and innovators involved in higher education.
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Faculteit der Managementwetenschappen