AI/ML, Employability and Higher Education - Roundup 11 Nov 2024

The articles cover a range of topics related to AI’s impact on the workforce, including new AI tools being developed by major tech companies, the rise of AI agents that can perform complex tasks, and debates around how AI will affect employment. A key theme is the need for higher education to adapt to prepare students for an AI-driven workplace, focusing on both technical AI skills and human capabilities that complement AI.

There are differing perspectives on the extent to which AI will displace jobs, with some articles predicting widespread job losses while others argue AI will create new roles and enhance human work. Additionally, while some sources emphasize the need for workers to rapidly adapt to AI, others caution against overhyping AI’s capabilities and argue for a more measured approach to integrating AI into workplaces and education.

• Staton (2024) examines how employers are using AI tools to assess worker skills, plan for emerging needs, and train staff. This highlights the importance of preparing students to work with AI-powered HR and training systems in their future careers.
• Westfall (2024) discusses the International Institute for Management Development’s top-ranked MBA program, which has redesigned its curriculum around AI. This demonstrates how leading business schools are adapting to prepare students for an AI-driven workplace.
• Eliot (2024) explores the rise of small language models (SLMs) as alternatives to large language models (LLMs) for certain applications. This trend suggests educators should teach students about different types of AI models and their appropriate use cases.
• Lunden (2024) reports on Panjaya, a startup developing AI-powered video dubbing technology. This illustrates how AI is creating new opportunities in creative industries, which educators should be aware of when advising students on career paths.
• Clark (2024) discusses the competition between AI startups and big tech companies in developing AI models. This highlights the dynamic nature of the AI industry and the need for students to understand both cutting-edge research and practical business applications.
• Poinski (2024) covers how CIOs can use AI agents to transform businesses. This underscores the importance of teaching students about the strategic implementation of AI in various business functions.
• Wong (2024) argues that AI-powered search engines may fundamentally change how people access and process information. This has implications for how educators teach research skills and information literacy.
• Milmo (2024) reports on a study suggesting AI could displace millions of jobs but also create new roles. This emphasizes the need for educators to prepare students for a rapidly changing job market.

The articles collectively paint a picture of AI as a transformative force in the workplace, with significant implications for higher education. While there is debate about the exact impact on jobs, there is consensus that AI will require workers to adapt and develop new skills. Universities must evolve to prepare students for this new reality, focusing on a combination of technical AI knowledge, domain expertise, and uniquely human capabilities that complement AI. The goal should be to produce graduates who can navigate an AI-driven workplace, leveraging AI tools effectively while providing the critical thinking and creativity that AI cannot replicate.

1. Changes in the broader labour market: Educators must recognize that AI is reshaping entire industries and job functions (Milmo 2024; Staton 2024). This means teaching students to be adaptable and to understand how AI might impact their chosen fields, while also emphasizing uniquely human skills that are less likely to be automated.

2. Changes in jobs and tasks: AI is not just replacing jobs but also changing the nature of existing roles (Poinski 2024; Lunden 2024). Educators should focus on teaching students how to work alongside AI, leveraging it to enhance their productivity and decision-making, rather than viewing it solely as a competitor for jobs.

3. Preparing students for the evolving labour market: Higher education must balance teaching technical AI skills with developing critical thinking, creativity, and ethical reasoning (Westfall 2024; Wong 2024). Students need a strong foundation in their domain of study, combined with the ability to understand and critically evaluate AI tools and their outputs.

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