Document Type

Article

First Page

1

Last Page

22

Publication Date

5-2026

Abstract

As generative artificial intelligence (GenAI) emerges as a provocative new innovation in higher education, institutions require practical, evidence-based strategies for its integration. This study provides a comprehensive evaluation of GenAI adoption, usage patterns, and attitudes by surveying the complete range of campus constituents – students, faculty, and staff – at one United States university (N=355). Moving beyond prior research that has focused predominantly on student or faculty perspectives, this multi-constituent approach reveals a more holistic view of institutional AI dynamics and uncovers a notable "ethics asymmetry," where individuals trust their own AI use more than others'. The findings offer actionable insights for administrators and faculty: adoption is widespread (42.9% use LLMs weekly or daily), and all community members are aligned in their requests for institutional support. Respondents consistently prioritized ethical guidelines (38%), AI tool training (31%), and clear policies (15%) over restrictive approaches. This single-institution case study provides a model for needs assessment with relevance for action beyond its immediate context, offering recommendations for any institution navigating GenAI integration. We conclude that successful integration is not merely a technical challenge but a human one, requiring a democratic and supportive process of policy development, training, and ongoing community engagement.

Comments

Unpublished pre-print report article from AAC&U Institute on AI group at University of the Pacific.

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