Purpose:There is limited scholarship on artificial intelligence(AI)in higher education governance,despite the growing prevalence of AI-powered technologies in many fields,including education.However,as the technology ...Purpose:There is limited scholarship on artificial intelligence(AI)in higher education governance,despite the growing prevalence of AI-powered technologies in many fields,including education.However,as the technology is still nascent and has yet to reach its full potential,ideas and arguments abound,championing or cautioning against the use of these technologies.Design/Approach/Methods:To fill this gap in research on policy networks and AI in British higher education,this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom.Findings:The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education.Originality/Value:This paper builds on existing research by looking at the university and notfor-profit sectors,in addition to the governmental and educational technology sectors.Using network ethnography,this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education.展开更多
文摘Purpose:There is limited scholarship on artificial intelligence(AI)in higher education governance,despite the growing prevalence of AI-powered technologies in many fields,including education.However,as the technology is still nascent and has yet to reach its full potential,ideas and arguments abound,championing or cautioning against the use of these technologies.Design/Approach/Methods:To fill this gap in research on policy networks and AI in British higher education,this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom.Findings:The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education.Originality/Value:This paper builds on existing research by looking at the university and notfor-profit sectors,in addition to the governmental and educational technology sectors.Using network ethnography,this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education.
