ICMS Contributes to National Discussion on AI in Higher Education

The International College of Management, Sydney (ICMS) is becoming a key contributor to the national conversation about the role of artificial intelligence (AI) in higher education.

As institutions grapple with the challenges and opportunities presented by AI, ICMS’s proactive approach is drawing attention.

Recently, the Tertiary Education Quality and Standards Agency (TEQSA) mandated that all higher education providers submit strategies outlining how they plan to incorporate AI into their educational frameworks.

This initiative highlights the significance of preserving educational quality and achieving positive results for students.

In response, in November TEQSA launched the Gen AI Strategies for Australian Higher Education: Emerging Practice Toolkit, which compiles institutional strategies from various universities.

This toolkit is a comprehensive guide for institutions, collated from examples and practices across the higher education sector in Australia.

Among these examples is ICMS’s Artificial Intelligence in Education (AIED) Framework, highlighting the college’s approach and strategies on AI integration.

ICMS Recognised for Its Contributions

ICMS’s contributions are noted throughout the toolkit, making it one of the most frequently cited institutions in the report.

While respected universities such as UTS and Deakin also received recognition, the numerous references to ICMS highlight its significant influence on the national conversation around AI in education.

Dr Heidi Le Sueur, who is the Deputy Vice Chancellor of Learning and Teaching at ICMS, leads the AIED framework efforts and the implementation plan.

Her leadership has established ICMS as a respected provider in the AI in Education field, earning recognition from peers, industry and stakeholders.

“Our AIED Framework reflects a whole-of-institution approach, with a four-stage implementation plan that requires collaboration across academic and operational teams,” Le Sueur explains.

This approach enables the institution to integrate AI tools into learning, teaching, scholarship practices and governance oversight effectively.

“I am proud of the teams here at ICMS working together in achieving such recognition.”

Le Sueur highlights that ICMS is currently progressing through stage two of the plan, focusing on institutional learning, introducing initiatives such as the ICMS AI literacy module to staff and students.

“As we approach the next academic year, we are preparing for stage 3, embedding AI tools into classroom activities and assessments to provide students with practical real-world application,” she adds.

Embracing Technology in Higher Education

Technological advancements are rapid and shaping industry. To remain relevant and effective, higher education institutions must strategically embrace new technologies into learning and teaching.

ICMS has been actively developing its AIED Framework to address this need.

Embracing and integrating AI technologies in higher education is important for preparing students for an AI-driven society, equipping them with the ethical and practical skills needed to navigate future workplaces.

Bearman et al. (2024) argue that students must still learn disciplinary knowledge to discern the credibility of AI outputs and develop evaluative judgement.

By leveraging AI responsibly, institutions can enhance learning experiences and uphold the integrity of assessments while adapting to these technological changes.

Stage one of the ICMS approach laid a strong foundation in policies, procedures and guidelines for such learning and advances to follow.

This proactive approach prepares graduates for a workforce that increasingly relies on digital skills.

Looking Forward

The acknowledgment from TEQSA in the Gen AI Strategies for Australian Higher Education: Emerging Practice Toolkit shows ICMS’s commitment to educational excellence and innovation.

As the role of AI continues to evolve, ICMS remains dedicated to enhancing learning experiences and outcomes for students.

With stage four of the ICMS implementation plan – later in 2025 – the institution emphasises continuous improvement and transformation by monitoring emerging technologies and integrating AI into learning and teaching, supported through ongoing professional development of staff.

For further reading, please access these articles describing two case studies about the integration of AI tools at ICMS into the curriculum:

• Supporting Students to Develop Digital Literacy Through Integration of Generative AI Into Authentic Assessment Redesign
• Assessment Redesign in a Digital Marketing Subject to Incorporate the Use of Generative Artificial Intelligence Tools.

References:

• AIED Framework at ICMS: https://policies.icms.edu.au/artificial-intelligence-in-education-aied-framework/
• Bearman, M., Tai, J., Dawson, P., Boud, D., & Ajjawi, R. (2024). Developing evaluative judgement for a time of generative artificial intelligence. Assessment & Evaluation in Higher Education, 1-13.