Waiting, Banning, and Embracing: An Empirical Analysis of Adapting Policies for Generative AI in Higher Education

Abstract

The study provides a comprehensive examination of the current status and the prevailing trend of ChatGPT policies in universities worldwide, focusing on whether universities have implemented policies regarding ChatGPT usage and, if so, whether they choose to ban or embrace this technology. Additionally, this study aims to identify factors influencing a university’s decision regarding its ChatGPT policy. Analyzing data from the top 500 universities in the 2022 QS World University Rankings, we found significant variation in ChatGPT policy implementation. Less than one-third of these universities had implemented such policies. Among universities with policies, approximately 67.4% allowed ChatGPT, twice the number of universities that banned it. Most universities that allowed the use of ChatGPT provided flexibility for instructors. We observed a dispersed geographic distribution of policy implementation. Our empirical analysis identified factors positively associated with a university’s likelihood of having a ChatGPT policy, including academic reputation, location in an English-speaking country, and public sentiment. The possibility of banning ChatGPT was positively associated with faculty-student ratio, citations, and English-speaking country location, while negatively correlated with peer universities' bans. We also discussed the challenges faced by universities that adopted or banned ChatGPT.

Keywords: ChatGPT, University Policy, Generative AI, Peer Effects, Education Sector, Academic Integrity