Experts from more than 50 universities reflect on the impact of AI on higher Education

AI offers quick answers to real problems, thanks to its operational efficiency, personalization of learning and ability to anticipate trends. However, it opens up other complex questions such as: what does it mean to learn in a world saturated with automatic answers; what is the place of the university purpose in a context of technological disruption, post-truth and, therefore, a breakdown of trust; and what is the role of the university purpose in a context of technological disruption, post-truth and, therefore, a breakdown of trust? To reflect and try to answer these and other questions, 135 experts from more than 50 universities and from 17 countries gathered at the postgraduate program campus of the University of Navarra for the IV edition of the Course on Strategic Management of Universities. The workshop, promoted by the Center for University Governance and Reputation, focused on the impact of Artificial Intelligence (AI) on higher Education . 

Throughout 14 sessions, the course was a call for reflection and action: beyond technological solutions, universities need to develop a strategic and cultural transformation, to meet the challenges posed by the irruption of AI and other future challenges.

During the presentation of the conclusions, Mónica Herrero, Vice President of Communication and director of the Center for Reputation at the University of Navarra, highlighted the great paradox of AI, which was present throughout the course: "Never has a technological disruption forced us to be more university-like than AI," she said. She was joined at the closing by Alfonso Sánchez-Tabernero, Full Professor of Communication and scientific director of the Center; and Santiago Fernández-Gubieda, director of the Reputation Unit and executive director of the Center.

Strategy with commitment, pedagogical change, responsibility and ethics

"Without convinced, motivated and aligned people, no strategy can be sustained," they said. One of the constants in the different sessions was the importance of identity, shared values and the experience of the professor and the student as pillars of institutional success. In this regard, three core topic elements were identified: a clear and coherent identity; a culture of commitment, capable of mobilizing all actors around a commonpurpose ; and leadership that inspires, listens and accompanies, making the strategies come to life in daily internship .

The experts agreed on the importance of leading an organization toward a purpose. Peter Eckel, director of Leadership Programs at the University of Pennsylvania, defined strategy as a bridge between reality and the desired future. "This bridge," he explained, "is only built if leadership connects mission statement, people and actions; acts as a catalyst for change, governs in network and integrates reputation into institutional strategy, not treating it as a communication appendix ". 

The course concluded the need to develop a pedagogical change and a transformation of methodologies to cope with the impact of AI in the classroom. In addition, the need for universities to set themselves up as a reference for the transparent, people-centered, manager use of Artificial Intelligence was presented, proposing the adoption of solid ethical frameworks (prudence, equity, protection of fundamental rights), the creation of clear internal policies on data use and model development , and investment in multidisciplinary teams that address these challenges from a humanistic, legal, technical and pedagogical perspective.