Using generative artificial intelligence to catalyse further interdisciplinarity across higher education

Journal article


Clarke, S., Billingsley, B. and O'Leary, S. 2024. Using generative artificial intelligence to catalyse further interdisciplinarity across higher education. Graduate College Working Papers.
AuthorsClarke, S., Billingsley, B. and O'Leary, S.
Abstract

An international challenge, and opportunity, facing academics in these early decades of the 21st century is the inception of complex computational machines that are capable of imitating human-like learning and thinking; often described as Artificial Intelligence, or AI. One such form of AI is generative AI (GenAI), an algorithm capable of producing text, collages and other overviews of information and data gathered from multiple online sources. This offers challenges, such as students generating and submitting essays and reports from GenAI alone, but also opportunities, as a platform for further discussion and reflection as knowledge is uncovered and developed. Of particular interest is its capability in picking up information and data from multiple fields and presenting it in a digestible and interdisciplinary initial format, albeit it typically requiring further analysis, reflection, and modification. In response to this, a new AI-focused academic journal is proposed in this study, the drive being to enhance interdisciplinarity by bringing together postgraduate students and staff to research, explore, analyse, and critically reflect upon the challenges and opportunities that AI presents in their fields of study.

KeywordsArtificial intelligence; AI; Interdisciplinarity; Global and national challenge; Higher education; Authenticity
Year2024
JournalGraduate College Working Papers
PublisherCanterbury Christ Church University
ISSN2753-4006
Publication dates
OnlineJan 2024
Publication process dates
Deposited22 Jan 2024
Output statusPublished
Place of publicationCanterbury
File
License
File Access Level
Open
Permalink -

https://repository.canterbury.ac.uk/item/96wxw/using-generative-artificial-intelligence-to-catalyse-further-interdisciplinarity-across-higher-education

Download files


File
GCWP2402 SC BB SOL.pdf
License: CC BY 4.0
File access level: Open

  • 138
    total views
  • 41
    total downloads
  • 9
    views this month
  • 2
    downloads this month

Export as

Related outputs

Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning
Lawson, F., Colley, S. and Billingsley, B. 2024. Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning. in: Thomson, M. M. (ed.) Motivation and Engagement in Various Learning Environments: Interdisciplinary Perspectives Charlotte, NC Information Age Publishing.
Leadership and succession in Trinidadian family businesses
Boodoo, K., O'Leary, S. and Martin, L. 2024. Leadership and succession in Trinidadian family businesses. Graduate College Working Papers.
What is the future of knowledge?
Billingsley, B., Gale, Francesca and Chappell, Keith 2023. What is the future of knowledge? Journal of Biological Education. 57 (3), pp. 453-454. https://doi.org/10.1080/00219266.2023.2190270
EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source
Cullimore, M., Billingsley, B., Heyes, J. and Gordon, A. EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source. https://doi.org/10.5281/zenodo.7439214
Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them
Billingsley, B., Riga, F., Windsor, Mark and Gordon, A. 2023. Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them. Teacher Development. https://doi.org/10.1080/13664530.2023.2236056
Management actions to address the climate emergency: Motivations and barriers for SMEs and other societal micro/meso-level groups
O'Leary, S., Lieberman, S., Gulyas, A., Ogilvie, M., Bates, D., Heath, T., Pelz, C., Williams, S. and Shalet, D. 2023. Management actions to address the climate emergency: Motivations and barriers for SMEs and other societal micro/meso-level groups. The International Journal of Management Education. 21 (3). https://doi.org/10.1016/j.ijme.2023.100831
Retailers, don’t ignore me on social media! The importance of consumer-brand interactions in raising purchase intention - Privacy the Achilles heel
Gutierrez, A., Punjaisri, K., Desai, B., Alwi, S., O'Leary, S., Chaiyasoonthorn, W. and Chaveesuk, S. 2023. Retailers, don’t ignore me on social media! The importance of consumer-brand interactions in raising purchase intention - Privacy the Achilles heel. Journal of Retailing and Consumer Services. 72 (103272). https://doi.org/10.1016/j.jretconser.2023.103272
Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight
Billingsley, B. and Heyes, J. 2022. Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal. 34 (2), pp. 335-351. https://doi.org/10.1002/curj.190
The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Day, S,, Gordon, A., Billingsley, B. and Mosselmans, F. 2022. The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438811
The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Geraki, T., Linton, P., Gordon, A., Billingsley, B. and Halford, K. 2022. The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438698
The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Mosselmans, F., Reeve, L., Billingsley, B. and Gordon, A. 2022. The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7401129
Digital entrepreneurship: opportunities, but not a panacea - implications for premium products and entrepreneurship education
O'Leary, S. 2022. Digital entrepreneurship: opportunities, but not a panacea - implications for premium products and entrepreneurship education. Graduate College Working Papers.
The climate emergency across business, community and campaign groups: motivations and barriers to driving change for the common good
O'Leary, S., Gulyas, A., Lieberman, S., Ogilvie, M., Bates, D., Heath, T. and Shalet, D. 2022. The climate emergency across business, community and campaign groups: motivations and barriers to driving change for the common good. Graduate College Working Papers.
The role of research reputation in choosing a UK business school and the contrasting perspectives of students and research leaders
Sirkeci, I. and O'Leary, S. 2022. The role of research reputation in choosing a UK business school and the contrasting perspectives of students and research leaders. The International Journal of Management Education. 20 (1). https://doi.org/10.1016/j.ijme.2021.100566
Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond
Lawson, F. and Billingsley, B. 2022. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.
Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines
O'Leary, S. 2021. Gender and management implications from clearer signposting of employability attributes developed across graduate disciplines. Studies in Higher Education. 46 (3), pp. 437-456. https://doi.org/10.1080/03075079.2019.1640669
Secondary school students’ perceptions of scientific and religious positions on miracles
Billingsley, B., Taber, K. and Nassaji, M. 2021. Secondary school students’ perceptions of scientific and religious positions on miracles. Science and Christian Belief.
Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios
Taber, K., Billingsley, B. and Riga, F. 2021. Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences. 1 (5), p. 104. https://doi.org/10.1007/s43545-021-00130-9
Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England
Billingsley, B., Heyes, J. and Nassaji, M. 2021. Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England. SN Social Sciences. 1 (11), p. 260. https://doi.org/10.1007/s43545-021-00243-1
The epistemic insight digest: Issue 2: Summer 2021
Crook, Matthew, Wall, Jasmine, Chignall, David, Parker, Gayle, Wilkinson, Murray and Billingsley, Berry Shalet, Dani (ed.) 2021. The epistemic insight digest: Issue 2: Summer 2021. Canterbury Canterbury Christ Church University.
Secondary school students' reasoning about science and personhood
Billingsley, B. and Nassaji, M. 2021. Secondary school students' reasoning about science and personhood. Science & Education. https://doi.org/10.1007/s11191-021-00199-x
40 years on and the economics of solar power now make sense
O'Leary, S. 2020. 40 years on and the economics of solar power now make sense. Energy Institute
Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England
Billingsley, B., Abedin, M. and Nassaji, Mehdi 2019. Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England. British Educational Research Journal. 46 (1), pp. 177-204. https://doi.org/10.1002/berj.3574
Bringing unseen employability support into view
O'Leary, S. 2020. Bringing unseen employability support into view. JISC.
Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools
Billingsley, B. and Nassaji, Mehdi 2020. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. 24 (2), pp. 153-178. https://doi.org/10.1177/2056997119895542
Profiling a niche market and establishing an entrepreneurial strategy for a niche brand; the costume jewellery sector in Switzerland
O'Leary, S. and Hirt, S. 2020. Profiling a niche market and establishing an entrepreneurial strategy for a niche brand; the costume jewellery sector in Switzerland. London Regent's University.
Walking that family and business tightrope; the relationship between family business adviser and the family business
Swaffin-Smith, C. and O'Leary, S. 2020. Walking that family and business tightrope; the relationship between family business adviser and the family business. London Regent's University.
Walking the tightrope between family and business; longitudinal reflections of a Family Business Advisor
Swaffin-Smith, C. and O'Leary, S. 2020. Walking the tightrope between family and business; longitudinal reflections of a Family Business Advisor. London Regent's University.
An exploratory study on social entrepreneurship in Egypt
Fakoussa, R., O'Leary, S. and Salem, S. 2020. An exploratory study on social entrepreneurship in Egypt. Journal of Islamic Accounting and Business Research. 11 (3), pp. 694-707. https://doi.org/10.1108/JIABR-02-2017-0023
A guidebook to building an epistemically insightful learning experience in primary schools
Lawson, F., Simpson, S. and Billingsley, B. 2020. A guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5211208
A guidebook to building permeable classroom walls in secondary schools
Lawson, F. and Billingsley, B. 2020. A guidebook to building permeable classroom walls in secondary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5220714
The epistemic insight digest: Issue 1: Autumn 2020
Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.
Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion
Billingsley, B., Taber, K. and Nassaji, M. 2020. Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion. The Curriculum Journal. 32 (2), pp. 334-358. https://doi.org/10.1002/curj.83
Shattering the subject silos: learning about big questions and epistemic insights
Billingsley, B. and Hazeldine, L. 2020. Shattering the subject silos: learning about big questions and epistemic insights. Impact: Journal of the Chartered College of Teaching. Summer (Issue 9).
Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher
Billingsley, B., Abedin, M., Chappell, K. and Hatcher, C. 2019. Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher. in: Harms, U. and Reiss, M. (ed.) Evolution Education Re-considered: Understanding What Works Switzerland Springer. pp. 41-57
Exploring secondary school students’ stances on the predictive and explanatory power of science
Billingsley, B. and Nassaji, M. 2019. Exploring secondary school students’ stances on the predictive and explanatory power of science. Science & Education. 28 (1-2), pp. 87-107. https://doi.org/10.1007/s11191-019-00031-7
Exploring the growth challenges of social enterprises: Identifying staffing, earnings-generation and communications as critical success factors
O'Leary, S., Fakoussa, R. and Lawal-Solarin, A. 2019. Exploring the growth challenges of social enterprises: Identifying staffing, earnings-generation and communications as critical success factors. London Regent's University.
Walking the tightrope between family and business; the owner-manager transition towards a sibling partnership
Swaffin-Smith, C. and O'Leary, S. 2019. Walking the tightrope between family and business; the owner-manager transition towards a sibling partnership. London Regent's University .
Migrant entrepreneurs’ views on the potential impacts of Brexit on their UK businesses
O'Leary, S. 2019. Migrant entrepreneurs’ views on the potential impacts of Brexit on their UK businesses. London Regent's University.
Using privacy calculus theory to explore entrepreneurial directions in mobile location-based advertising: Identifying intrusiveness as the critical risk factor
Gutierrez, A., O'Leary, S., Rana, N. P., Dwivedi, Y. K. and Calle, T. 2019. Using privacy calculus theory to explore entrepreneurial directions in mobile location-based advertising: Identifying intrusiveness as the critical risk factor. Computers in Human Behavior. 95, pp. 295-306. https://doi.org/10.1016/j.chb.2018.09.015
Inspiring minds: Widening participation opportunities with big questions on identity and STEM
Lawson, F. and Billingsley, B. 2019. Inspiring minds: Widening participation opportunities with big questions on identity and STEM.
A framework for teaching epistemic insight in schools
Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. 2018. A framework for teaching epistemic insight in schools. Research in Science Education. 48, pp. 1115-1132. https://doi.org/10.1007/s11165-018-9788-6
Regent's lecturer appointed chair of entrepreneurship group
O'Leary, S. 2018. Regent's lecturer appointed chair of entrepreneurship group. Regent's University London
Entrepreneurship and Family Business Research Centre
O'Leary, S. 2018. Entrepreneurship and Family Business Research Centre. London
Entrenched compartmentalisation and students’ abilities and levels of interest in science
Billingsley, B., Nassaji, M. and Abedin, M. 2017. Entrenched compartmentalisation and students’ abilities and levels of interest in science. School Science Review. 99 (367), pp. 26-31.
Mapping the geographies of luxury cognitive “purity”
Carlotto, F. and O'Leary, S. 2018. Mapping the geographies of luxury cognitive “purity”. London Regent's University.
Influencing decision-makers as the next step for entrepreneurship educators: lessons from entrepreneurship education in challenging economies
O'Leary, S., Fakoussa, R., Boccacci, A. and Salem, S. 2018. Influencing decision-makers as the next step for entrepreneurship educators: lessons from entrepreneurship education in challenging economies. Regent's University London Regent's Working Papers.
Internships and graduate employability
O'Leary, S. 2018. Internships and graduate employability. in: International Internships: Mission, Methods & Models Boston, MA. Academic Internships Council. pp. 115-130
Designing the geography of luxury: Online perceptions and entrepreneurial options
Carlotto, F. and O'Leary, S. 2018. Designing the geography of luxury: Online perceptions and entrepreneurial options. Journal of Design, Business & Society. 4 (2), pp. 189-227. https://doi.org/10.1386/dbs.4.2.189_1
Planning a new venture
O'Leary, S. 2017. Planning a new venture. in: Flexible Learning Practice Guide Practitioner Exemplars York, UK Higher Education Academy. pp. 21-22
Entrepreneurial transitions in Family Business: Organic model, governance and succession
O'Leary, S., Swaffin-Smith, C. and Fakoussa, R. 2017. Entrepreneurial transitions in Family Business: Organic model, governance and succession. London Transnational Press London.
An economic impetus for enhancing employability support across higher education in Russia
O'Leary, S. 2017. An economic impetus for enhancing employability support across higher education in Russia. Terra Economicus. 15 (1), pp. 157-164.
Enhancing graduate attributes and employability through initiatives with external partners
O'Leary, S. 2017. Enhancing graduate attributes and employability through initiatives with external partners. Journal of Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education. 12 (3), pp. 505-518.
Developing entrepreneurial and employability attributes through marketing projects with SMEs
O'Leary, S. 2017. Developing entrepreneurial and employability attributes through marketing projects with SMEs. Journal of Research in Marketing and Entrepreneurship. 19 (1), pp. 77-90. https://doi.org/10.1108/JRME-07-2016-0024
Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender
O'Leary, S. 2017. Graduates’ experiences of, and attitudes towards, the inclusion of employability-related support in undergraduate degree programmes; trends and variations by subject discipline and gender. Journal of Education and Work. 30 (1), pp. 84-105. https://doi.org/0.1080/13639080.2015.1122181
Epistemic insight and the power and limitations of science in multidisciplinary arenas
Billingsley, B. and Hardman, M. 2017. Epistemic insight and the power and limitations of science in multidisciplinary arenas. School Science Review. 99 (367), pp. 16-18.
Epistemic insight and classrooms with permeable walls
Billingsley, B. and Ramos Arias, A. 2017. Epistemic insight and classrooms with permeable walls. School Science Review. 99 (367), pp. 44-53.
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas
Billingsley, B. and Hardman, M. 2017. Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas. School Science Review.
Teaching and learning about epistemic insight
Billingsley, B. 2017. Teaching and learning about epistemic insight. School Science Review.
Embedding employability into the curriculum: Strategic Enhancement Programme
O'Leary, S. 2016. Embedding employability into the curriculum: Strategic Enhancement Programme.
Disciplinary and gender variations in employability-related support across higher education
O'Leary, S. 2016. Disciplinary and gender variations in employability-related support across higher education. London Regent's University.
Embedding employability: Regent’s University London
O'Leary, S. 2016. Embedding employability: Regent’s University London. York, UK. Higher Education Academy.
Developing global team working abilities and enhancing employability through enterprise initiatives
O'Leary, S. 2016. Developing global team working abilities and enhancing employability through enterprise initiatives. in: Teaching with Team Projects in Higher Education Santa Rose, CA. Informing Science Press. pp. 165-182
The opportunities and challenges for employability-related support in STEM degrees
O'Leary, S. 2016. The opportunities and challenges for employability-related support in STEM degrees. New Directions in the Teaching of Natural Sciences. 11 (1).
Organic model to reflect the transitional nature of family firms
O'Leary, S. and Swaffin-Smith, C. 2016. Organic model to reflect the transitional nature of family firms. The Marketing Review. 16 (3), pp. 285-297.
Organic model to reflect the transitional nature of family firms
O'Leary, S. 2015. Organic model to reflect the transitional nature of family firms. London Regent's University.
Economic governance and enterprise-related activities in higher education
O'Leary, S. 2015. Economic governance and enterprise-related activities in higher education. Economics and Sociology. 8 (2), pp. 143-153. https://doi.org/10.14254/2071-789X.2015/8-2/11
Integrating employability into degree programmes using consultancy projects as a form of enterprise
O'Leary, S. 2015. Integrating employability into degree programmes using consultancy projects as a form of enterprise. Industry and Higher Education. 29 (6), pp. 459-468. https://doi.org/10.5367/ihe.2015.0280
Consultancy projects as an alternative to dissertations.
O'Leary, S. 2014. Consultancy projects as an alternative to dissertations. in: Enhancing Employability Through Enterprise Education: Examples of Good Practice in Higher Education York, UK. Higher Education Academy. pp. 33
Transnational marketing and transnational consumers
O'Leary, S. 2013. Transnational marketing and transnational consumers. Springer: Heidelberg' New York, Dordrecht, London.
An appraisal of family enterprise advisors as enhancers of both group performance and individual family member employability profiles
O'Leary, S. and Swaffin-Smith, C. 2013. An appraisal of family enterprise advisors as enhancers of both group performance and individual family member employability profiles. London Regent's University.
Problem-solving skills and employability traits amongst Generation Y and Millenials in developed economies
O'Leary, S. and Denton, K. 2013. Problem-solving skills and employability traits amongst Generation Y and Millenials in developed economies. London Regent's University.
Investigating the impact of entrepreneurship online teaching on science and technology degrees on students attitudes in developing economies: The case of Egypt
El-Gohary, H., O'Leary, S. and Radway, P. 2013. Investigating the impact of entrepreneurship online teaching on science and technology degrees on students attitudes in developing economies: The case of Egypt. in: Small and Medium Enterprises: Concepts, Methodologies, Tools, and Applications USA IGI Global. pp. 1725-1737
Case Study 2: MA in Luxury Brand Management
O'Leary, S. 2013. Case Study 2: MA in Luxury Brand Management. QAA: Scottish Quality Enhancement Framework.
Collaborations in higher education with employers and their influence on graduate employability; an institutional project
O'Leary, S. 2013. Collaborations in higher education with employers and their influence on graduate employability; an institutional project. Enhancing Learning in the Social Sciences. 5 (1), pp. 37-50. https://doi.org/10.11120/elss.2013.05010037
Investigating the impact of entrepreneurship online teaching on science and technology degrees on students attitudes in developing economies: The case of Egypt
El-Gohary, H., O'Leary, S. and Radway, H. 2012. Investigating the impact of entrepreneurship online teaching on science and technology degrees on students attitudes in developing economies: The case of Egypt. International Journal of Online Marketing. 2 (1), pp. 25-27. https://doi.org/10.4018/ijom.2012010103
Case study on client-focused business projects
O'Leary, S. 2012. Case study on client-focused business projects. in: A Compendium of Examples of Innovative Assessment at Masters Level Leeds Metropolitan University. pp. 50
Impact of entrepreneurship teaching in higher education on the employability of scientists and engineers
O'Leary, S. 2012. Impact of entrepreneurship teaching in higher education on the employability of scientists and engineers. Industry and Higher Education. 26 (6), pp. 431-442. https://doi.org/10.5367/ihe.2012.0128
An insider’s guide to becoming a business academic: questions, answers and checklists for new business academics
O'Leary, S. 2011. An insider’s guide to becoming a business academic: questions, answers and checklists for new business academics. University of Liverpool and Open Educational Resources