How higher education institutions must adapt to exponential change in 2025

The rise of AI in higher education: The rapid adoption of generative AI technologies like ChatGPT is forcing colleges and universities to fundamentally rethink their approach to technology integration and organizational structure.

• Mark Roman, managing partner for education at Info-Tech Research Group, highlighted the unprecedented rate of AI adoption at the annual EDUCAUSE conference, noting that ChatGPT reached 1 million users in just five days.
• Roman argues that this rapid integration of AI into everyday life signals the accelerating pace of technological change that higher education institutions must adapt to in order to remain competitive and relevant.

Historical context of technological change: The evolution of information technology in organizations has progressed through distinct eras, each bringing new capabilities and challenges.

• From the 1960s to 1990s, the “computerization” era focused on transforming basic IT systems and streamlining internal functions like payroll.
• The 2000s and 2010s saw the rise of the Internet and digital technologies, enabling new capabilities such as online banking, ride-hailing apps, and social media.
• The current “automatization” era involves embedding automated decision-making throughout organizations, requiring IT professionals to take on leadership roles to guide institutions through this transformation.

Accelerating pace of innovation: The time between major technological disruptions is shrinking, necessitating rapid adaptation from higher education institutions.

• Roman predicts that quantum computing will be the next major technological breakthrough, potentially overtaking traditional encryption methods within seven years.
• This accelerating rate of change requires education institutions to fundamentally transform their operations, as there is “no ‘new normal'” but rather a constantly evolving “next normal.”

Embracing technology-first enterprises: Higher education institutions must shift towards becoming technology-first organizations to remain competitive in the rapidly changing landscape.

• Roman argues that if the majority of people in higher education use technology to accomplish their goals, technology should be treated as a central part of the institution’s mission.
• This shift may require expanding or altering the understanding of a school’s core mission beyond traditional priorities like teaching, research, and community engagement.
• Institutions that proactively adapt to this new landscape will be better positioned to handle future changes and challenges.

Evolving leadership structures: The growing importance of technology in higher education is reflected in the expansion of IT leadership roles within institutions.

• Many colleges and universities now have chief information officers (CIOs), chief information security officers, or both.
• Some organizations have created additional C-suite positions such as chief data officer, chief digital officer, chief technology officer, and even chief AI officer.
• These new leadership roles underscore the increasing importance of technology expertise in guiding institutional strategy and decision-making.

Developing institutional guidance: As institutions integrate more advanced technologies, they must create clear guidelines for their use and approach to emerging innovations.

• Leaders must consider the implications of basing decisions on AI systems that are “only probably correct” and address concerns about perpetuating human bias, infringing on privacy, and producing reliable insights.
• Roman recommends establishing an overarching AI governance council to set institutional policies and stay current with new considerations.
• Additional bodies, such as a dedicated ethics council and an AI center for excellence, could work in tandem to explore new applications of AI and address ethical concerns.

Implementing process changes: Institutions must develop new processes to address the challenges posed by emerging technologies across all departments and functions.

• Even non-technology-focused departments may require technology protocols or professional development to ensure responsible use of AI and other advanced tools.
• Roman emphasizes the importance of sound data collection processes to maximize the effectiveness of AI and potential new technologies.
• Focusing on tangible effects through projects, work orders, and innovation can create a larger impact than smaller considerations like choosing service providers.

Broader implications: The integration of AI and other advanced technologies in higher education presents both opportunities and challenges for institutions as they navigate this rapidly changing landscape.

• As colleges and universities become more reliant on technology, they must balance the potential benefits of AI-driven decision-making with ethical considerations and potential risks.
• The shift towards technology-first enterprises may require a fundamental reevaluation of institutional priorities and resource allocation.
• Successfully adapting to these changes will likely require ongoing collaboration between IT leaders, administrators, faculty, and other stakeholders to ensure that technological advancements align with the core mission and values of higher education institutions.