Artificial intelligence (AI), particularly generative AI (GenAI), is reshaping teaching, research and academic responsibilities in higher education. Faculty development, however, often emphasises familiarity with tools rather than the professional capabilities needed to use AI effectively and responsibly. Drawing on a small body of peer-reviewed research, international guidance and practitioner evidence, this guide proposes a five-capability framework (AI literacy, teaching and assessment, research, ethical judgement, and professional and institutional development) and a four-phase development cycle. It discusses faculty autonomy, equitable access, workload and institutional governance, and sets out who typically decides what, from individual faculty to university leadership.
Two hands-on activities, designed for deans, vice-chancellors and faculty-development leaders, illustrate the approach: redesigning an MBA assessment with AI, and allocating a business school’s faculty-development budget. The guide closes with a 12-month roadmap, a four-level evaluation framework, a facilitator guide and a leadership checklist. Its central argument is that faculty development should strengthen academic judgement and professional effectiveness rather than promote AI use as an end in itself.
Keywords: academic leadership; artificial intelligence; faculty development; generative AI; higher education; professional learning
Citation: Syed, J. (2026). Faculty Development in the AI Era. SAAM Working Paper 20261011. South Asian Academy of Management.
Indicative Discussion Questions
1. Why should faculty development in the AI era focus on academic judgement and professional capabilities, rather than simply training faculty to use AI tools?
2. How relevant is the proposed five-capability framework for faculty development in universities and business schools? Are any capabilities missing?
3. How can AI help faculty improve teaching, assessment and research without compromising academic integrity, autonomy and quality?
4. How should university leaders prioritise and allocate limited resources for faculty development in the AI era, while addressing differences in faculty readiness, workload and institutional priorities?
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