Debate explores the impact of AI on graduates and higher education

Artificial intelligence is rapidly transforming expectations of graduates in the workplace, and universities must adapt to ensure students are not merely passive consumers of AI-generated content, but active, critical, and informed users, a debate heard.

The event, held at Keele University, was the latest instalment in the Keele Debates series, bringing together students, staff, and members of the local community at the Business School, alongside colleagues from across the higher education sector.

Titled 'Breadth v Depth in an AI world: Does modern society need generalist or specialist graduates?,' the debate featured an expert panel including The Rt Hon Charles Clarke, former Secretary of State for Education and Skills; Sally Bucknell, Culture and Inclusiveness Director at EY and Deputy Pro-Chancellor at Keele University; Chris Havergal, Editor at Times Higher Education; and John Domingue, Professor of Computer Science at The Open University.

Opening the discussion, Mr Clarke emphasised that "we can't simply say it is one or the other" when weighing breadth against depth, or generalist against specialist pathways. However, he argued there should be a "shift in orientation towards the generalist, towards breadth."

He added: "The most important requirement for humans in an AI-driven world is the development of critical thinking in every individual. So, every individual thinks for themselves, develops their own means of thinking, and doesn't simply accept what is delivered to them on a plate by whatever form, but reflects and considers in a creative way how to meet the challenges that we have to face."

Professor Domingue said he could not address the debate question without first describing what the world will look like in 2036, which will be "quite different".

"My view is that AI is already reshaping everything, and I think in 2036 it's not going to be what you know, so much as how well you can steer AI systems and control what they do," he said.

"The divide won't be between breadth and depth but between what I call knowledge athletes and AI era operators. The winners won't be the ones that can recall the most, but will be the ones that can direct, verify and govern AI augmented processes. The danger for every university is they produce what some people call analogue graduates - graduates that are very smart but for a different era."

Sally Bucknell noted that, in the future, the distinction between specialist and generalist will matter less than a graduate's ability to adapt and continue learning at pace.

"The other key question is whether universities are actually set up to support that because the risk here isn't only to the graduates of the future workplace, but it is to institutions - both employers and universities - that don't adapt with them," she said.

"In my organisation AI has already changed work, especially at entry level. Many of the tasks that used to help our graduates learn on the job are now automated or heavily supported by technology, and that leads to the uncomfortable truth that we have many graduates arrive bright, capable and motivated but just not prepared for how work really happens anymore."

Chris Havergal reflected on his undergraduate degree in history, followed by a Master's in medieval studies - and the skills these had equipped him with.

"I haven't written a word about the Ostrogoths in the best part of 20 years, but I use the skills I developed while I was a student every single day", he said.

"The ability to assimilate large amounts of information, to think critically to form judgement and to communicate effectively, and when I think what employers want from graduates and are likely to need in the future, these qualities are likely to figure highly."

The debates have been organised to bring together diverse perspectives from a range of sectors to address the societal challenges facing universities, and to inform the development of Keele's new strategy to meet those challenges head on.

Two more debates are due to be held in the series, with the next debate, titled Helping or Hindering: Are Universities Supporting Students Enough or Too Much?, due to be held online on Thursday, May 28th.

For more information on the debates and to sign-up to attend, visit https://www.keele.ac.uk/keele-debates/