This study looks closely at which AI applications higher education faculty are using, how much they are using them, how important they are to them, and how much they plan to use them in the future. The study provides distinct data sets on how much time faculty spend on ChatGPT, Bard, AI-enabled Bing, and Llama. It also provides data on how much time survey participants plan to spend learning about each application, and just how much an impact they expect AI to make on their research, scholarship and teaching. Respondents estimate how important AI is to their work currently, and how important they expect it to be in the future. The study enables higher education policymakers to pinpoint the growth of use of AI among faculty, enabling better and more targeted assistance, workshops, and other services, and aid in developing institutional polices based on hard data.
Data in the report is based on a representative survey of 777 higher education faculty; the data is presented in the aggregate and also broken out by a broad range of institutional and personal characteristics including age, gender, race/ethnicity, income level, work title and academic field, as well as institution size, type and public/private status, among other variables.
Just a few of the many findings of this comprehensive 113-page report:
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Males spent more than twice as much time than females using Bard.
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Use of ChatGPT was greatest by faculty in fine and visual arts, medicine and business
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Faculty in the 40-49 age group were the most interested in investing their personal time in improving their artificial intelligence application skill level; however, faculty under age 30 were the ones that thought AI the most important to their work.
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Broken out by ethnicity, minority group faculty (Asian, Hispanic, Black) showed significantly higher levels of interest in AI than did Caucasian faculty.