University policies on generative AI in Asia: promising practices, gaps, and future directions

References

• Altbach, Philip G. (2004). The past and future of Asian universities: Twenty-first century challenges. In P. G. Altbach &T. Umakoshi (Eds.), Asian universities: historical perspectives and contemporary challenges (pp. 13–32). Brill.
   Google Scholar
• Arbo, P., & Benneworth, P. (2007). Understanding the regional contribution of higher education institutions: A literature review. OECD education working Papers, No. 9. OECD Publishing. https://doi.org/10.1787/161208155312
   Google Scholar
• Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
   Google Scholar
• Armat, M. R., Assarroudi, A., Rad, M., Sharifi, H., & Heydari, A. (2018). Inductive and deductive: Ambiguous labels in qualitative content analysis. The Qualitative Report, 23(1). https://doi.org/10.46743/2160-3715/2018.2872
   PubMedGoogle Scholar
• Aziz, K. A., & Norhashim, M. (2008). Cluster‐based policy making: Assessing performance and sustaining competitiveness. The Review of Policy Research, 25(4), 349–375. https://doi.org/10.1111/j.1541-1338.2008.00336.x
   Web of Science ®Google Scholar
• Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62. https://doi.org/10.61969/jai.1337500
   Google Scholar
• Ben-Peretz, M. (2009). Policy-making in education: A holistic approach in response to global changes. Rowman & Littelefield Education.
   Google Scholar
• Castillo, E. (2023, March 27). These schools and colleges have banned chat GPT and similar AI tools. Retrieved April 3, 2024, from https://www.bestcolleges.com/news/schools-colleges-banned-chat-gpt-similar-ai-tools/
   Google Scholar
• Cha, Y., Dai, Y., Lin, Z., Liu, A., & Lim, C. P. (2024). Empowering university educators to support generative AI-enabled learning: Proposing a competency framework. Procedia CIRP.
   Google Scholar
• Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20(1), 38. https://doi.org/10.1186/s41239-023-00408-3
   Web of Science ®Google Scholar
• Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 43. https://doi.org/10.1186/s41239-023-00411-8
   Web of Science ®Google Scholar
• Chiu, T. K. (2024). Future research recommendations for transforming higher education with generative AI. Computers and Education: Artificial Intelligence, 6, 100197. https://doi.org/10.1016/j.caeai.2023.100197
   Google Scholar
• Conroy, G. (2023). How ChatGPT and other AI tools could disrupt scientific publishing. Nature, 622(7982), 234–236. https://doi.org/10.1038/d41586-023-03144-w
   PubMed Web of Science ®Google Scholar
• Craig, C. J., Flores, M. A., & Orland-Barak, L. (2023). A “life of optimism” in curriculum, teaching, and teacher education: The legacy of Miriam Ben-Peretz. Journal of Curriculum Studies, 55(6), 734–745. https://doi.org/10.1080/00220272.2023.2257259
   Web of Science ®Google Scholar
• Dai, Y., Lai, S., Lim, C. P., & Liu, A. (2023). ChatGPT and its impact on research supervision: Insights from Australian postgraduate research students. Australasian Journal of Educational Technology, 39(4), 74–88. https://doi.org/10.14742/ajet.8843
   Web of Science ®Google Scholar
• Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, 119, 84–90. https://doi.org/10.1016/j.procir.2023.05.002
   Google Scholar
• ETH Zürich. (2024, January 19). Chatgpt. Retrieved April 3, 2024, from https://ethz.ch/en/the-eth-zurich/education/educational-development/ai-in-education/chatgpt.html
   Google Scholar
• Fauzi, F., Tuhuteru, L., Sampe, F., Ausat, A., & Hatta, H. (2023). Analysing the role of ChatGPT in improving Student productivity in higher education. Journal on Education, 5(4), 14886–14891. https://doi.org/10.31004/joe.v5i4.2563
   Google Scholar
• Glaser, B., & Strauss, A. (2017). Discovery of grounded theory: Strategies for qualitative research. Routledge. https://doi.org/10.4324/9780203793206
   Google Scholar
• Hamilton, E. R., Rosenberg, J. M., & Akcaoglu, M. (2016). The substitution augmentation modification redefinition (SAMR) model: A critical review and suggestions for its use. Tech Trends, 60(5), 433–441. https://doi.org/10.1007/s11528-016-0091-y
   Google Scholar
• Heidari, A., Navimipour, N. J., Zeadally, S., & Chamola, V. (2024). Everything you wanted to know about ChatGPT: Components, capabilities, applications, and opportunities. Internet Technology Letters, e530. https://doi.org/10.1002/itl2.530
   Web of Science ®Google Scholar
• Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), ep464. https://doi.org/10.30935/cedtech/13605
   Google Scholar
• Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60–63. https://doi.org/10.4103/IJAM.IJAM_7_18
   Google Scholar
• Kopcha, T. J. (2010). A systems-based approach to technology integration using mentoring and communities of practice. Educational Technology Research & Development, 58(2), 175–190. https://doi.org/10.1007/s11423-008-9095-4
   Web of Science ®Google Scholar
• Li, H., Wang, Y., Luo, S., & Huang, C. (2024). The influence of GenAI on the effectiveness of argumentative writing in higher education: Evidence from a quasi-experimental study in China. Journal of Asian Public Policy, 1–26. https://doi.org/10.1080/17516234.2024.2363128
   Web of Science ®Google Scholar
• Lim, C. P., Wang, T., & Graham, C. (2019). Driving, sustaining and scaling up blended learning practices in higher education institutions: A proposed framework. Innovation and Education, 1(1), 1. https://doi.org/10.1186/s42862-019-0002-0
   Google Scholar
• Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2024.2309963
   Web of Science ®Google Scholar
• Malik, T., Dettmer, S., Hughes, L., & Dwivedi, Y. K. (2023, December). Academia and generative artificial intelligence (GenAI) SWOT analysis-higher education policy implications. International Working Conference on Transfer and Diffusion of IT (pp. 3–16). Springer Nature Switzerland, Cham.
   Google Scholar
• Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
   Web of Science ®Google Scholar
• Moore, S., & Lookadoo, K. (2024). Communicating clear guidance: Advice for generative AI policy development in higher education. Business and Professional Communication Quarterly. https://doi.org/10.1177/23294906241254786
   Web of Science ®Google Scholar
• Moorhouse, B. L., Yeo, M. A., & Wan, Y. (2023). Generative AI tools and assessment: Guidelines of the world’s top-ranking universities. Computers and Education Open, 5, 100151. https://doi.org/10.1016/j.caeo.2023.100151
   Google Scholar
• Papyshev, G. (2024). Situated usage of generative AI in policy education: Implications for teaching, learning, and research. Journal of Asian Public Policy, 1–18. https://doi.org/10.1080/17516234.2024.2370716
   Web of Science ®Google Scholar
• Perera, P., & Lankathilaka, M. (2023). Preparing to revolutionize education with the multi-model GenAI 246 tool Google Gemini? A journey towards effective policy making. Journal of Advances in Education and Philosophy, 7(8), 246–253. https://doi.org/10.36348/jaep.2023.v07i08.001
   Google Scholar
• Pham, M. T., Rajić, A., Greig, J. D., Sargeant, J. M., Papadopoulos, A., & McEwen, S. A. (2014). A scoping review of scoping reviews: Advancing the approach and enhancing the consistency. Research Synthesis Methods, 5(4), 371–385. https://doi.org/10.1002/jrsm.1123
   PubMed Web of Science ®Google Scholar
• QS. (2023). QS world university rankings 2024: Top global universities. Retrieved January 4, 2024, from https://www.topuniversities.com/world-university-rankings?region=Asia
   Google Scholar
• Sanderson, I. (2002). Evaluation, policy learning and evidence‐based policy making. Public Administration, 80(1), 1–22. https://doi.org/10.1111/1467-9299.00292
   Web of Science ®Google Scholar
• Shibley, I., Amaral, K. E., Shank, J. D., & Shibley, L. R. (2011). Designing a blended course: Using ADDIE to guide instructional design. Journal of College Science Teaching, 40(6). https://www.learntechlib.org/p/111210/
   Google Scholar
• Sohn, D. W., & Kenney, M. (2007). Universities, clusters, and innovation systems: The case of Seoul, Korea. World Development, 35(6), 991–1004. https://doi.org/10.1016/j.worlddev.2006.05.008
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Sage Publications, Inc.
   Google Scholar
• Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., & Tunçalp, Ö. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
   PubMed Web of Science ®Google Scholar
• UCL. (n.d.). Engaging with AI in your education and assessment. Retrieved April 3, 2024, from https://www.ucl.ac.uk/students/exams-and-assessments/assessment-success-guide/engaging-ai-your-education-and-assessment
   Google Scholar
• UNESCO. (2023, September 6). UNESCO survey: Less than 10% of schools and universities have formal guidance on AI. Retrieved April 3, 2024, from https://www.unesco.org/en/articles/unesco-survey-less-10-schools-and-universities-have-formal-guidance-ai
   Google Scholar
• Vears, D. F., & Gillam, L. (2022). Inductive content analysis: A guide for beginning qualitative researchers. Focus on Health Professional Education: A Multi-Professional Journal, 23(1), 111–127. https://doi.org/10.11157/fohpe.v23i1.544
   Web of Science ®Google Scholar
• Vrontis, D., & Christofi, M. (2021). R&D internationalization and innovation: A systematic review, integrative framework and future research directions. Journal of Business Research, 128, 812–823. https://doi.org/10.1016/j.jbusres.2019.03.031
   Web of Science ®Google Scholar
• The World Bank. (2023, November 27). Research and development expenditure (% of GDP). Retrieved January 7, 2024, from https://data.worldbank.org/indicator/GB.XPD.RSDV.GD.ZS?most_recent_value_desc=true
   Google Scholar
• Yang, J. (2023). Challenges and opportunities of generative artificial intelligence in higher education Student educational management. Advances in Educational Technology and Psychology, 7(9), 92–96. https://doi.org/10.23977/aetp.2023.070914
   Google Scholar