{"id":79597,"date":"2026-02-10T02:23:54","date_gmt":"2026-02-10T07:23:54","guid":{"rendered":"https:\/\/world.edu\/?p=79597"},"modified":"2026-02-10T02:23:54","modified_gmt":"2026-02-10T07:23:54","slug":"academics-uses-of-genai-what-is-appropriate-and-what-is-not","status":"publish","type":"post","link":"https:\/\/world.edu\/academics-uses-of-genai-what-is-appropriate-and-what-is-not\/","title":{"rendered":"Academics\u2019 uses of GenAI \u2013 what is appropriate \u2026 and what is not?"},"content":{"rendered":"

\"\"
\nAlthough universities remain keen to tackle inappropriate uses of generative AI (GenAI) by students, it is becoming increasingly clear that we need to talk much more openly about academics\u2019 (mis)use of these technologies.<\/p>\n

Many Research Whisperer readers might have begun to hear stories of GenAI being used to write academic papers and research proposals, to\u00a0analyse research data<\/a>, to\u00a0write peer reviews<\/a>\u00a0and many other key tasks that university researchers and teachers find themselves involved in.<\/p>\n

To date there has been very little open discussion about this fast-developing aspect of academic work. Aside from sporadic social media posts expressing dismay at fake references appearing in publications, the full extent of academics\u2019 reliance on GenAI remains largely unspoken about in public \u2013 an uneasy matter of \u2018don\u2019t ask, don\u2019t tell\u2019.<\/p>\n

Yet such furtiveness is beginning to undermine in confidence some of the fundamental tenets of academic work. Clearly, growing numbers of academics are now turning to GenAI to help them complete work that only a few years ago they would not dream about outsourcing to someone else.<\/p>\n

For the vast majority, GenAI undoubtedly offers a way of coping with ever-growing workloads, pressures to publish, mounting piles of marking, and the overall stress of contemporary academic work.<\/p>\n

Yet, this creeping use of GenAI clearly comes at a cost. By turning to GenAI to manage workloads, are we simply covering up structural problems with contemporary academic work that need to be properly addressed? Conversely, how are these surreptitious uses of GenAI beginning to alter the moral and ethical integrity basis of academic work?<\/p>\n

These are all things that the academic community needs to openly start talking about. When does GenAI use cross the line from being a way of \u2018working smarter, not harder\u2019 to undermining academic integrity and professional standards? What academic tasks might we agree are wholly appropriate to outsource to GenAI? What guidelines should exist around the co-creation of academic content with GenAI? What aspects of our work do we collectively consider must remain the preserve of human expert academics?<\/p>\n

In an effort to get a collective conversation going, we are running a very short survey asking academics to tell us about their GenAI \u2018grey areas\u2019 \u2013 i.e. how you have been using GenAI in ways that you feel unsure about \u2026 or perhaps suspect that some of your colleagues might not wholly approve of.<\/p>\n

Inspired by the tech journalist Brian Merchant\u2019s work\u00a0canvassing testimonies<\/a>\u00a0from different professions how GenAI is ruining their work, we are running a totally anonymous and very short survey where colleagues can share \u2018grey area\u2019 examples of what they have being doing with GenAI and what has motivated such uses.<\/p>\n

If you are able to share your own examples we\u2019d be really grateful \u2013 the more that this fast-changing aspect of academic work can be talked about openly then the sooner we can get on with the hard work of collectively working out some ground rules and shared expectations.<\/p>\n

Here is a\u00a0<\/strong>link to the survey<\/strong><\/a>\u00a0\u2013 we promise that it won\u2019t take more than a few minutes to complete!<\/p>\n

GenAI is not going to disappear from academia for some time yet \u2013 it is up to us to work out together how we want to make best use of the technology in ways that strengthen (rather than compromise) our academic work.<\/p>\n

Author Bio: Although universities remain keen to tackle inappropriate uses of generative AI (GenAI) by students, it is becoming increasingly clear that we need to talk much more openly about academics\u2019 (mis)use of these technologies.<\/p>\n

Many Research Whisperer readers might have begun to hear stories of GenAI being used to write academic papers and research proposals, to analyse research data, to write peer reviews and many other key tasks that university researchers and teachers find themselves involved in.<\/p>\n

To date there has been very little open discussion about this fast-developing aspect of academic work. Aside from sporadic social media posts expressing dismay at fake references appearing in publications, the full extent of academics\u2019 reliance on GenAI remains largely unspoken about in public \u2013 an uneasy matter of \u2018don\u2019t ask, don\u2019t tell\u2019.<\/p>\n

Yet such furtiveness is beginning to undermine in confidence some of the fundamental tenets of academic work. Clearly, growing numbers of academics are now turning to GenAI to help them complete work that only a few years ago they would not dream about outsourcing to someone else.<\/p>\n

For the vast majority, GenAI undoubtedly offers a way of coping with ever-growing workloads, pressures to publish, mounting piles of marking, and the overall stress of contemporary academic work.<\/p>\n

Yet, this creeping use of GenAI clearly comes at a cost. By turning to GenAI to manage workloads, are we simply covering up structural problems with contemporary academic work that need to be properly addressed? Conversely, how are these surreptitious uses of GenAI beginning to alter the moral and ethical integrity basis of academic work?<\/p>\n

These are all things that the academic community needs to openly start talking about. When does GenAI use cross the line from being a way of \u2018working smarter, not harder\u2019 to undermining academic integrity and professional standards? What academic tasks might we agree are wholly appropriate to outsource to GenAI? What guidelines should exist around the co-creation of academic content with GenAI? What aspects of our work do we collectively consider must remain the preserve of human expert academics?<\/p>\n

In an effort to get a collective conversation going, we are running a very short survey asking academics to tell us about their GenAI \u2018grey areas\u2019 \u2013 i.e. how you have been using GenAI in ways that you feel unsure about \u2026 or perhaps suspect that some of your colleagues might not wholly approve of.<\/p>\n

Inspired by the tech journalist Brian Merchant\u2019s work canvassing testimonies from different professions how GenAI is ruining their work, we are running a totally anonymous and very short survey where colleagues can share \u2018grey area\u2019 examples of what they have being doing with GenAI and what has motivated such uses.<\/p>\n

If you are able to share your own examples we\u2019d be really grateful \u2013 the more that this fast-changing aspect of academic work can be talked about openly then the sooner we can get on with the hard work of collectively working out some ground rules and shared expectations.<\/p>\n

Here is a link to the survey \u2013 we promise that it won\u2019t take more than a few minutes to complete!<\/p>\n

GenAI is not going to disappear from academia for some time yet \u2013 it is up to us to work out together how we want to make best use of the technology in ways that strengthen (rather than compromise) our academic work.<\/p>\n

Author Bio:<\/strong> Neil Selwyn has been researching and writing about digital education since the mid-1990s. He is currently a professor at Monash University, Melbourne. Recent books include: \u2018Digital Degrowth: radically rethinking our digital futures\u2018 (Polity 2025), \u2018Critical Data Literacies\u2019 (MIT Press 2023, w\/ Luci Pangrazio), and \u2018Facial Recognition\u2019 (Polity 2022, w\/ Mark Andrejevic).<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Although universities remain keen to tackle inappropriate uses of generative AI (GenAI) by students, it is becoming increasingly clear that we need to talk much more openly about academics\u2019 (mis)use of these technologies. Many Research Whisperer readers might have begun to hear stories of GenAI being used to write academic papers and research proposals, to\u00a0analyse […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[434804],"tags":[435633],"coauthors":[11733],"class_list":["post-79597","post","type-post","status-publish","format-standard","hentry","category-artificial-intelligence","tag-academic-work"],"acf":[],"yoast_head":"\nAcademics\u2019 uses of GenAI \u2013 what is appropriate \u2026 and what is not? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/academics-uses-of-genai-what-is-appropriate-and-what-is-not\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Academics\u2019 uses of GenAI \u2013 what is appropriate \u2026 and what is not? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Although universities remain keen to tackle inappropriate uses of generative AI (GenAI) by students, it is becoming increasingly clear that we need to talk much more openly about academics\u2019 (mis)use of these technologies. 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