Generative AI (GenAI) is one of the biggest disruptors to higher education in our lifetime. Australia’s Tertiary Education Quality and Standards Agency (TEQSA) has recognised this and, on 1 June 2024, requested that all higher education providers submit a detailed and credible action plan to address the impact of GenAI – both mitigating its risks and harnessing its potential. In the spirit of the outstanding collaborative spirit we’ve seen across the sector, we summarise our response here, and you can also read/download the full report.

A collaborative and comprehensive response 

Front cover of the UTS TESQA response report.

The UTS response is a comprehensive, whole-of-system approach that arose from considerable work with TEQSA and other providers. TEQSA’s request encourages institutions to reflect on key considerations related to the Higher Education Standards Framework.

Over the past 18 months, TEQSA has collaborated extensively with university leaders to explore the risks and opportunities presented by GenAI.

This collaboration included webinars, expert resources, and the development of the key report, Assessment Reform for the Age of Artificial Intelligence, which was developed by a group of leading Australian academics, including UTS Professor Simon Buckingham Shum and Associate Professor Jan McLean.

Embracing change with a principled approach 

TEQSA views GenAI as an existential risk to the credibility of qualifications issued by the sector. They highlight that an adequate response requires a fundamental transformation in how universities deliver, assess, and assure learning. Given the turbulent landscape, our approach is built on our robust principles to guide decision-making even as specific technologies evolve, ensuring our response remains relevant and effective. At a glance, this is the heart of our approach to partnering: 

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Transforming curriculum and assessment 

One of the most significant impacts of GenAI is on traditional forms of assessment. In response, we’re undertaking a comprehensive review and transformation of our curriculum and assessment practices. This isn’t just about making existing assessments “AI-proof” – it’s about reimagining how we evaluate student learning in a world where AI is an integral part of professional practice. The architecture of the plan is shown schematically here: 

Our iterative course review process is phasing in new approaches across all UTS courses. We’re moving towards course-wide assessment strategies that focus on process as well as product, leveraging learning analytics to capture how students tackle tasks, and to provide timely, personalised feedback at scale. This shift allows us to maintain academic rigour while equipping students with the knowledge and skills needed for a future where AI collaboration is the norm. 

An ecosystem that involves everyone

This is a transformation that requires more than just policy changes. We’re approaching this as a connected system which integrates with other strategic priorities around curriculum transformation to support and  achieve sustainable and scalable change. This includes: 

  • Governance and Leadership – enhance governance including establishing an AI Steering committee to monitor change and oversee the ethical use of AI at UTS, and engage the community (e.g. the annual Academic Board Forum in October)
  • Student Engagement and Support – actively involve students in the co-design of our AI policies and practices, drawing from their perspectives and experiences, and expanding support (building on resources like our Generative AI Study Guide, and modules on Academic Integrity)
  • Staff engagement and support – develop resources and support including through a range of professional learning opportunities, from workshops to custom-designed GenAI tools that enhance productivity; also focus on ensuring our recognition processes reward staff for their efforts and outcomes in adapting teaching and courses
  • Digital Learning Ecosystem – expand our digital infrastructure to support new forms of assessment and learning analytics, including the provision of secure, UTS-supported GenAI tools for all staff and students to help bridge the AI equity divide 
  • Innovation and Experimentation – foster a culture of innovation, with custom-designed GenAI applications already delivering productivity efficiencies for educators and opening new ways for students to learn
  • Research and Scholarship – our internationally leading researchers are at the forefront of investigating the impacts of GenAI on education; they inform our practical responses and contribute to the global body of knowledge in this rapidly evolving field

Looking to the future 

As we implement our plan of action, we’re not just thinking about the immediate future. We’re laying the groundwork for a sustainable approach to AI in education that can evolve with the technology. This includes developing resilient principles, robust systems for monitoring and evaluation, and a culture of continuous learning and adaptation. 

We’re also looking beyond our own institution. Through our participation in sector-wide initiatives and our commitment to sharing our experiences, we’re contributing to a collective effort to reshape higher education for the AI age. 

At the same time we also recognise the immediate challenges this presents and offer support through: 

To achieve medium to longer term change we will:

The GenAI revolution presents both profound challenges and exceptional opportunities for higher education. At UTS, we’re embracing this moment as a catalyst for positive transformation. Our roadmap is not just about adapting to GenAI; it’s a means to leverage it to create a more dynamic, relevant and equitable educational experience.

How are you adapting your subjects in this new landscape? We’d love to hear your ideas in the comments below; alternatively, you can email Ed.Connect@uts.edu.au with your idea/question. If this is still new for you or you’re uncertain how to get started, we recommend you read the full TEQSA response and consider how you might shift your way of thinking or start considering ways of reimagining course-wide assessment. If anything, make sure you’re talking to your students about GenAI – they are a crucial part of the conversation.

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