Abstract:
Generative AI is fundamentally transforming examination practices at universities and increasing the need for institutional guidance. This article analyses 30 university-wide AI guidelines from German universities and examines how higher education institutions regulate the use of generative AI in examinations, focusing on recurring patterns in provisions concerning independence, transparency, academic misconduct, and the delegation of specific regulatory decisions to academic departments and teaching staff. In doing so, it asks which common principles and differences emerge, how these differences can be explained from an organisational perspective, and what implications they have for institutional clarity and reliability. The analysis shows that universities draw on similar guiding principles but implement them in different ways. Inconsistency is thus not merely a regulatory shortcoming, but in part a functional consequence of university organisational logic with risks for clarity and reliability.
Über die Autorin:
- Sarah Becker,
B.A., studentische Mitarbeiterin im Hochschulforum Digitalisierung, Centrum für Hochschulentwicklung (CHE) - Jens Tobor,
M.A., Projektmanager im Hochschulforum Digitalisierung, Centrum für Hochschulentwicklung (CHE)
