Edited by Kätlin Pulk, Associate Professor, Department of Management and Riina Koris, Associate Professor, Department of Marketing and Communication, Estonian Business School, Estonia

‘One may see the Generative AI in Higher Education, edited by Kätlin Pulk and Riina Koris, as one that gives a comprehensive review of the potential benefits and harmful effects that the generative AI produces in higher education. As the subtitle of the book makes it clear, the book looks at the good, the bad and the ugly facets of generative AI in separate parts/chapters, leaving it to the reader to make the final judgement about it, if one can. [...] Generative AI in Higher Education provides an interesting reading on some of the fundamental issues that can get disrupted or promoted in higher education and research and in society at large by the technological revolution.’

• Contents1 Introduction: setting the scene 1Riina Koris and Kätlin PulkSETTING THE SCENE CONTINUED2 What ChatGPT still can’t do (but we might do with it): Hubert Dreyfus and extended-mind cyborgs 16Wayne Martin and Deidre Williams3 Identifying discourses of generative AI in higher education 27Chahna Gonsalves and Oguz A. AcarTHE GOOD4 Considering the pedagogical benefits of generative artificial intelligence in higher education: applying constructivist learning theory 45John V. Pavlik5 Student learning in the age of AI: principles and practices for using AI in higher education 58Christian Hendriksen6 Generative AI as an enabler for educators: practical tips for generative AI usage in teaching 72Katri Kerem7 Generative AI for academic research 88Michael Dowling and Yue Li THE BAD8 Generative AI as a disrupter of creativity 102Abdullah H. Clark and Kathleen Denman9 Assessment renaissance: authentic design in the era of generative AI 114Peter Matheis and Jacob-John Jubin10 Strategies and ethical challenges for equality in generative AI research: addressing access, bias, and privacy 129Margriet A. van Gestel11 Ethical and moral pitfalls of generative AI in academic research 144Ilia Protopapa and Bochra IdrisTHE UGLY12 Beyond the Friedman doctrine: contextuality, social knowledge, and professional craftsmanship in business education 164Jukka V. Mäkinen, Jukka I. Mattila, Mika Tammilehto, and Raisa Varsta13 Generative AI as a challenge to faculty development: ugly advice at the dawn of generative AI 178Michelle D. Miller

Edited by Kätlin Pulk, Associate Professor, Department of Management and Riina Koris, Associate Professor, Department of Marketing and Communication, Estonian Business School, Estonia

‘One may see the Generative AI in Higher Education, edited by Kätlin Pulk and Riina Koris, as one that gives a comprehensive review of the potential benefits and harmful effects that the generative AI produces in higher education. As the subtitle of the book makes it clear, the book looks at the good, the bad and the ugly facets of generative AI in separate parts/chapters, leaving it to the reader to make the final judgement about it, if one can. [...] Generative AI in Higher Education provides an interesting reading on some of the fundamental issues that can get disrupted or promoted in higher education and research and in society at large by the technological revolution.’

• Contents1 Introduction: setting the scene 1Riina Koris and Kätlin PulkSETTING THE SCENE CONTINUED2 What ChatGPT still can’t do (but we might do with it): Hubert Dreyfus and extended-mind cyborgs 16Wayne Martin and Deidre Williams3 Identifying discourses of generative AI in higher education 27Chahna Gonsalves and Oguz A. AcarTHE GOOD4 Considering the pedagogical benefits of generative artificial intelligence in higher education: applying constructivist learning theory 45John V. Pavlik5 Student learning in the age of AI: principles and practices for using AI in higher education 58Christian Hendriksen6 Generative AI as an enabler for educators: practical tips for generative AI usage in teaching 72Katri Kerem7 Generative AI for academic research 88Michael Dowling and Yue Li THE BAD8 Generative AI as a disrupter of creativity 102Abdullah H. Clark and Kathleen Denman9 Assessment renaissance: authentic design in the era of generative AI 114Peter Matheis and Jacob-John Jubin10 Strategies and ethical challenges for equality in generative AI research: addressing access, bias, and privacy 129Margriet A. van Gestel11 Ethical and moral pitfalls of generative AI in academic research 144Ilia Protopapa and Bochra IdrisTHE UGLY12 Beyond the Friedman doctrine: contextuality, social knowledge, and professional craftsmanship in business education 164Jukka V. Mäkinen, Jukka I. Mattila, Mika Tammilehto, and Raisa Varsta13 Generative AI as a challenge to faculty development: ugly advice at the dawn of generative AI 178Michelle D. Miller

Edited by Kätlin Pulk, Associate Professor, Department of Management and Riina Koris, Associate Professor, Department of Marketing and Communication, Estonian Business School, Estonia

‘One may see the Generative AI in Higher Education, edited by Kätlin Pulk and Riina Koris, as one that gives a comprehensive review of the potential benefits and harmful effects that the generative AI produces in higher education. As the subtitle of the book makes it clear, the book looks at the good, the bad and the ugly facets of generative AI in separate parts/chapters, leaving it to the reader to make the final judgement about it, if one can. [...] Generative AI in Higher Education provides an interesting reading on some of the fundamental issues that can get disrupted or promoted in higher education and research and in society at large by the technological revolution.’

• Contents1 Introduction: setting the scene 1Riina Koris and Kätlin PulkSETTING THE SCENE CONTINUED2 What ChatGPT still can’t do (but we might do with it): Hubert Dreyfus and extended-mind cyborgs 16Wayne Martin and Deidre Williams3 Identifying discourses of generative AI in higher education 27Chahna Gonsalves and Oguz A. AcarTHE GOOD4 Considering the pedagogical benefits of generative artificial intelligence in higher education: applying constructivist learning theory 45John V. Pavlik5 Student learning in the age of AI: principles and practices for using AI in higher education 58Christian Hendriksen6 Generative AI as an enabler for educators: practical tips for generative AI usage in teaching 72Katri Kerem7 Generative AI for academic research 88Michael Dowling and Yue Li THE BAD8 Generative AI as a disrupter of creativity 102Abdullah H. Clark and Kathleen Denman9 Assessment renaissance: authentic design in the era of generative AI 114Peter Matheis and Jacob-John Jubin10 Strategies and ethical challenges for equality in generative AI research: addressing access, bias, and privacy 129Margriet A. van Gestel11 Ethical and moral pitfalls of generative AI in academic research 144Ilia Protopapa and Bochra IdrisTHE UGLY12 Beyond the Friedman doctrine: contextuality, social knowledge, and professional craftsmanship in business education 164Jukka V. Mäkinen, Jukka I. Mattila, Mika Tammilehto, and Raisa Varsta13 Generative AI as a challenge to faculty development: ugly advice at the dawn of generative AI 178Michelle D. Miller