Artificial intelligence in your studies and learning
Introduction to AI Guidelines at Hanken
Generative AI systems, like large language models, have become more powerful and accessible, increasing their use in education. AI can impact teaching, learning, assessment, and access to education. Hanken prepares students for a future where AI is widely used, and teachers can develop new teaching methods.
We aim to explore AI's potential and prepare students to understand its legal and ethical implications. The goal is for AI to be used equitably and impartially, improving teaching methods and learning experiences. Hanken is committed to ethical and responsible AI use.
Our AI Vision and Purpose:
- Help students and staff become AI-literate.
- Equip staff to support students in AI use.
- Incorporate ethical AI use in teaching and assessment.
- Maintain academic accuracy and integrity.
- Share best practices for AI use in education.
AI Literacy: "A set of competencies enabling individuals to critically evaluate AI technology; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and in the workplace" - AI Unplugged, Georgia Tech University
Our guidelines follow the university's rules for data management and ethics, and privacy and data protection, as well as GDPR (Rules and regulations) and the European AI Act.
To support AI use, Hanken emphasizes:
- Students should meet course objectives and learning outcomes.
- Submissions should include original work.
- Always reference AI use in studies.
- AI software should be accessible to all students.
- AI use should consider ethical and data protection considerations.
AI-based services at Hanken
AI-based tools can act as a tutor or coach to help you build your own competence when studying independently. Due to the fact that AI language models can sometimes produce text whose origin and reliability is unclear, and in the worst case hallucinated (fake), the tools should only be used as a support tool with academic and ethical considerations. You, as a student, are always responsible for the content of all your work.
You can use AI-based tools to, among other things
- create questions and quizzes to help you check if you understand difficult terms and concepts correctly. AI-based tools can also offer alternative descriptions that may be easier to understand. However, remember to always verify that the information provided by AI tools is correct. This also applies to references.
- language check your work or correct errors in coding. By studying the errors flagged by the AI tool, you can learn from them. You are always responsible for the final text, so it is worth checking what changes the AI tool suggests before accepting the edited text. It is also important to save the old version of the task for follow-up and reporting.
- generate ideas or provide a template for your own work and work process. You can also get direct feedback on your existing text to suggest how to improve its tone, structure and argumentation.
- transcription of interview data via the Panopto programme.
Teachers always have the right to prohibit the use of AI-based tools in their course if they consider that AI-based tools hinder the achievement of the course's learning outcomes and competences. This can happen, for example, in language courses, academic writing courses and in courses where students have to demonstrate that they can independently formulate arguments.
In short, Hanken does not prohibit the use of AI-based services during the writing process to search for information, provide templates, help with rephrasing or with improving the language of a raw text written by the student, as long as it does not hinder the learning goals and competences. Just remember to always report how AI has been used unless instructed otherwise by the teacher.
AI-based tools support and help you in your learning, but they must be used correctly, and they do not replace your own knowledge!
Hanken has the following AI-based tools for students to use:
- Chatbot Microsoft Copilot
- Automatic subtitling (transcription) for films in Panopto
- Automatic feedback suggestions for improvement on feedback given by students to each other in Feedback Fruits (Peer review tool in Moodle)
- Scopus AI for information and research
When AI is not allowed your studies
Hanken has explicitly specified cases where AI-based tools are not allowed. In addition to these cases, teachers may forbid the use of AI-based tools in a course when it prevents the completion of the course's competency goals and learning objectives.
If the use of AI-based tools is forbidden in a course, this should be stated in the detailed syllabus document on the course page in Moodle.
AI-based tools are always prohibited in the following situations:
- All situations where the use of AI-based tools prevents completion of the course's competency goals.
- Maturity tests.
- Other uses explicitly forbidden by the teacher of the individual course.
NOTE! It is always forbidden to directly copy text created by AI-based tools or large language models and claim it as your own text.
If the use of AI-generated text is discovered where it is not allowed, this constitutes cheating. Cheating is dealt with according to Hanken's action plan for Academic Dishonesty.
Report and referencing the use of AI-based tools in your studies
The basic rules for the use of AI-based tools at Hanken are that the writer should always describe in detail how the tool has been used in the work. This applies to both smaller coursework and dissertations. Simply referencing Microsoft Copilot or ChatGPT is not sufficient; the description should also include information on exactly how the AI-based tool has been utilized. The teacher can provide specific instructions regarding this.
The description should be placed where it is appropriate to discuss how you have worked during the writing process, such as in the context of describing the structure of the work or in the methodology chapter. The specific location depends on the type of work. If you are unsure, it is advisable to consult the course instructor or your supervisor.
Examples:
| Use case | Description in writing | Citation in the list of references |
|
ChatGPT has been used to generate ideas and a template for course work. |
"I have used ChatGPT to generate ideas for important factors to consider in a PESTEL analysis with the question "conduct a PESTEL analysis for the logistics industry," to which ChatGPT generated the response "PESTEL is an environmental analysis that considers six factors: political, economical, social, technological, ecological, and legal factors. In the logistics industry..." (OpenAI, 2023). If the response is relatively short, you can paste the entire answer. However, for longer responses, it is better to include them in an appendix to your work. The description should be followed by a reference to the creator of the AI-based tool; for ChatGPT, it is the company OpenAI. In the reference list, each prompt or question posed to AI-based tools should be listed as a separate reference. |
OpenAI. (2023). ChatGPT (version May 3) [Large language model]. https://chat.openai.com/chat Opens in new window
Please make a note of which version of ChatGPT has been used. OpenAI's ChatGPT uses dates in their versions but other tools might use other ways, like numbers, to express the version, e.g. version 3.6.9. |
|
Automatic subtitle service in Panopto has been used to transcribe interviews. |
"The interviews were transcribed using an AI-based service in the Panopto program. The program created an initial version of the transcript that I then reviewed, correcting misinterpreted words and adding information about the speaker." | No reference needed |
| ChatGPT has been used for improving spelling and language errors, wordings and structuring of the work. |
"To improve the language and structure in my work, I have used an artificial intelligence language model called ChatGPT (OpenAI, 2023). The work underwent a two-step improvement process using ChatGPT. First, I inputted my original text into the model with the purpose of reviewing grammar, vocabulary, and coherence to enhance the overall quality. Suggestions from ChatGPT were carefully reviewed and used where appropriate. Next, the structure of the work was improved through iterative interactions with ChatGPT. I provided guidelines and specific prompts related to the organization and flow of ideas in my original text, based on which ChatGPT generated suggestions and alternative phrasings to clarify the logical coherence and argumentative structure of my work. I went through all the suggestions and only incorporated those into the final version that maintained the original intention and voice of my work. It is important to note that the role of ChatGPT was strictly limited to providing suggestions and assisting in the revision process. I made the final decisions regarding the use of suggestions and revisions to ensure that the work reflects my perspective and understanding of the subject." Please note that this is an example description. Your description should accurately reflect what you have done. |
OpenAI. (2023). ChatGPT (version May 3) [Large language model]. https://chat.openai.com/chat Opens in new window |
Instructions for the citation of AI-based tools are updated when necessary. Read more on APA's webpage.
Cheating and consequences
Teachers are allowed to use detection programs to identify AI-generated text. If you have not clearly expressed how you have utilized AI in your work, you run the risk of being accused of cheating if AI-generated text is detected in your work. False positives are also possible. To safeguard yourself against accusations of cheating, it is important to be able to provide evidence of the steps you have taken in the writing process. Being able to openly account for the steps taken in the process is a central aspect of academic integrity and reliability. So, this is not something new, but due to the possibility of false positives from detection programs, more students may be required to prove the steps they have taken in the writing process.
- Save all draft versions of your work until your work is approved and assessed. For example, everytime you start writing, start by saving your work with the current date in the filename. This way, you can demonstrate the progress of the writing process retrospectively.
- Keep raw data until your work is approved and assessed. Remember to follow Hanken's data management process!
- Always describe openly, clearly, and in detail how you have used AI-based tools.
Use common sense! Consider first whether using AI-based tools is ethically right, responsible, and beneficial for your learning in the task. If you want to use AI-based tools to avoid doing something that is a central part of the task, it constitutes cheating.
All cases of cheating are handled according to Hanken's action plan for Academic Dishonesty.
Fabrication of data, references, and facts always constitutes cheating, even if you are not aware that the answer provided by the AI-based tool is fabricated. You are responsible for the work you submit. You must be aware of all references and verify their reliability.