Generative AI’s impact on educational institutions: An interview with Professor S. Joe Qin, president of Lingnan University of Hong Kong
Hong Kong’s higher education landscape is distinguished by its world-class institutions and a strong commitment to innovation, with universities rapidly embracing AI technologies to transform teaching and learning. In this interview, Professor S. Joe Qin, president of Lingnan University and Wai Kee Kau chair professor of Data Science, delves into the impact of generative AI (GenAI) on higher education, how Lingnan University has embraced this wave of technology, and the opportunities and challenges this transition presents. The conversation provided insightful perspectives on the role of higher education in equipping students to navigate new tech-driven environments.
Heidrick & Struggles’ Michelle Doo speaks to Professor Qin on the topic around innovating higher education, opportunities and challenges in today’s digital age.
Michelle: Generative AI has been a hot topic in the past two years. Given your leadership role at Lingnan University, could you share your insights on how this emerging technology has reshaped or impacted the higher education landscape?
Professor Qin: The advent of GenAI marks a significant shift in the landscape of higher education, human intellect and creativity, heralding what can be aptly described as an intellectual revolution. Unlike previous rounds of the industrial revolution, which were characterized by the mechanization of physical labor, this technology revolution, brought about by AI, is transforming the realm of intellectual and mental labor.
GenAI, led by ChatGPT, GPT 4.0, and GPT4o, is not merely a tool for efficiency; it is an assistant for the augmentation of human thought, creativity, and innovation. This technology challenges the traditional boundaries of human cognition by providing a platform for the synthesis of new ideas and the generation of solutions through skillful interaction of the user and AI tool. It augments human intelligence, allowing individuals to explore realms of possibility that were previously inaccessible. This technology is not replacing human intellect but is instead amplifying it, enabling a symbiotic relationship where both humans and AI enhance and learn from each other.
Michelle: With the rapid pace of technological advancements, adaptation is key. How has Lingnan University embraced the wave of generative AI and integrated this into its academic environment?
Professor Qin: In the dynamic landscape of higher education, Lingnan University stands at the precipice of a transformative era marked by the tremendous potential and power of the GPT technology. Since last July, the University has made ChatGPT and subsequent releases of GPT technology available for every faculty and student on the Lingnan campus.
The idea was to make faculty and students form their own judgement by using the tool, instead of making a top-down decision to simply prohibit it. As a result, faculty and students immersed themselves in the potential of GenAI, finding it more accessible than ever. In contrast, colleagues in non-STEM areas had previously maintained a distance from this technology.
Last fall, the Faculty of Business integrated GenAI into one of its freshman courses, which will now serve as a common core course to all freshmen starting in fall 2024. Additionally, as part of the triennial planning exercise in Hong Kong, several new digitally relevant undergraduate programs were proposed across arts, social science, and business faculties. Notably, the establishment of the School of Data Science in May this year transformed a former department within the Faculty of Business into a hub for digital literacy education across the entire University.
The collaboration, bottom-up creation of digitally enhanced programs ensures active faculty participation and ownership. These programs are thoughtfully designed with insights and expertise in mind, enhancing their quality and ensuring alignment with the university's educational objectives. As educators, the faculty's willingness to adapt and embrace this transition is paramount.
Michelle: The shift towards digital education brings both opportunities and challenges. In the digital age, this often means leaders will need to shift their mindsets as well. Could you elaborate on the key opportunities that this technology presents and the obstacles that the faculty has encountered during this transition?
Professor Qin: The digital age presents an array of opportunities for pedagogical advancement and curriculum development. By harnessing the potential of digital tools, faculty can enhance the learning experience, making it more interactive, accessible, and tailored to individual students’ needs. To achieve successful digital transformation, organizations must shift their mindset from traditional static content and teaching methods to embrace more dynamic, interactive materials and a fluid, adaptable approach that fully leverages technology.
Although this transition in higher education entails additional tasks and work for faculty, it would be convenient for someone to persist in teaching as they have for years. However, as a responsible educational institution, it is critical for us to impart students with the knowledge relevant to the future rather than dwelling on the past.
Michelle: Adapting to new technology to aid teaching needs all-rounded support. How is Lingnan University supporting its faculty through this digitalization journey?
Professor Qin: Encouraging faculty adaptation can take many forms, such as professional development workshops and peer mentoring systems. Lingnan University has proactively organized many internal staff training workshops led by both internal and external specialists. These support structures play a crucial role in equipping faculty with the necessary skills and confidence needed to navigate the digital landscape effectively. Moreover, the transition period is an opportune time for faculty to experiment with new teaching methods, evaluate their effectiveness, and refine their approaches.
Michelle: What are the capabilities or skillsets that can help talent thrive in this digital revolution era? How can higher education institutions effectively develop these skills in students such that they are fully equipped to navigate the fast-changing work environment when they enter the workforce?
Professor Qin: In the era of AI, where general AI is becoming ubiquitous and surpassing human efficiency in intellectual tasks, higher education must prioritize teaching students knowledge and skills that are challenging for AI to replicate. While AI can easily generate eloquent content based on prompts, it remains crucial to equip students with high-order thinking skills to guide AI in producing user-approved content. The collaboration between humans and AI is inherently iterative, requiring individuals to possess several key abilities: i) evaluating whether AI-generated content makes sense or is mere gibberish, ii) refining and internalizing content through iterative interactions with AI, and iii) abandoning AI-generated results if they fall short and manually composing content.
It is apparent that conventional education in content generation is still needed. This is why it’s important to teach and assess students using both AI-assisted and non-AI methods for assignments. Proper acknowledgment and ethical use of tools are integral to education. As universities adapt to this transition, maintaining an open dialogue with students – primarily beneficiaries of digital programs – is critical. Their feedback offers valuable insights into the usability and impact of implemented digital tools and resources.
Furthermore, visionary adaptions are necessary to equip students with competitive workplace skills. Imagine two new graduates entering the workforce, one is well versed in GenAI and the other not. The AI-savvy graduate could be significantly more productive. Lingnan aims for its future graduates to fall into this category.
The maturation of GenAI indeed presents both challenges and opportunities for various professions. While AI can automate tasks like simultaneous interpretation, it also opens up new avenues for human-AI collaboration and creates jobs managing, interpreting, and improving AI systems. Higher education institutions recognize the need to evolve curricula, incorporating AI literacy and ethics. Graduates must not only to work alongside AI but also participate in critical discussions about its societal role. This transformative period calls for proactive education, emphasizing interdisciplinary skills and adaptive learning to prepare individuals for a workforce where AI plays an integral role.
Michelle: How would you characterize the overall transition toward digital transformation in education? What is your vision for Lingnan University's role in shaping the future of higher education in this evolving landscape?
Professor Qin: The transition to digitalized education is a collective journey that demands the adaptability and concerted effort of all faculty members. Lingnan’s bottom-up approach to program creation exemplifies a progressive and collaborative spirit that should be embraced. As faculty members adapt, they not only contribute to the university’s evolution but also shape the future of education in the digital era. It is this adaptability and forward-thinking mindset that positions Lingnan as a beacon of innovation in higher education.