Ayear after OpenAI’s ChatGPT was launched, we are starting to see the outlines of generative artificial intelligence’s potential impact on our lives.
While the recent Bletchley Park Summit focused on existential risk and misuse by extremists, debate in universities has focused both on technocratic issues (such as automated marking and plagiarism) and more recently on the potential of AI to transform and enhance learning and research – see, for example, the recently published Russell Group principles on the use of generative AI in education.
But there’s a more fundamental question for universities too. How will AI change our economy, and what will this mean for the role played by universities in readying the workforce of the future? The AI Generation: How universities can prepare students for the changing world, a new report for Demos and University of London, draws together what we know about how universities support students’ employability today, and speculates about how this might change as technology advances.
The good news is that there is a reasonably strong consensus about the critical employability skills needed today. As computer use and the internet have transformed the knowledge economy, it is not specific technical skills that are most prized. More important are the broader skills of listening to and persuading clients and colleagues, analysing and communicating information to solve problems, and having the ability to manage your own workload, your career and your professional development – the GRASP (general, relational, analytical, social and personal) skills.
