TY  - JOUR
AB  - Artificial intelligence (AI) and generative AI have become central strategic priorities for universities worldwide, yet the extent to which institutions formally embed AI into their governance, academic, and policy structures remains unclear. This study examines the institutionalization of AI across a global sample of research universities drawn from the Times Higher Education 2026 World University Rankings. Adopting a mixed-methods design, the study combines the construction of an AI Institutionalization Index (AIII), which is based on 20 indicators of governance, curriculum, policy, and institutional support. The findings reveal that AI institutionalization is uneven and stratified. While most universities demonstrate moderate levels of integration—primarily through research centers, academic programs, and policy statements—only a small subset achieves comprehensive institutionalization across governance, curriculum, and organizational practices. Notably, AIII scores are not significantly associated with global university rankings, suggesting that AI adoption is not driven by traditional prestige hierarchies. Significant regional variation is also observed, with North American institutions exhibiting higher levels of institutionalization than their European and Asian counterparts do. Interpreted through a critical lens, these findings highlight a disjuncture between the widespread discursive framing of AI as transformative and its more limited structural implementation. This study contributes to the literature by offering a novel comparative framework for analyzing technological change in higher education and underscores the need to move beyond symbolic adoption toward deeper institutional transformation. Implications for policy and research are discussed.
AU  - Chan, Roy Y.
PY  - 2026
ST  - How Colleges and Universities are Adopting AI in Higher Education: A Global Comparative Analysis
TI  - How Colleges and Universities are Adopting AI in Higher Education: A Global Comparative Analysis
UR  - http://www.edworkingpapers.com/ai26-1576
ER  -