Abstract:

This article examines the use of artificial intelligence (AI) in academic writing among PhD candidates in Norway, with particular attention to the guidelines, expectations, and institutional support available for the use of generative AI in doctoral work. The study was motivated by the dual role of PhD candidates as both students and researchers, a position that raises important questions related to academic integrity, independent scholarship, and supervision. The guiding research question was: What regulations, guidelines, and norms apply to PhD students at Norwegian universities regarding the use of generative AI? Document analysis was used as the method to investigate the research question. Our study was based on documents considered crucial for providing insight into the study’s purpose, that is, publicly available university websites and policy documents identified through web-based searches.

The findings show that several Norwegian universities have developed AI-related guidance for students, which can be grouped into five main categories:
(1) general guidelines and recommendations,
(2) specific guidance for the use of AI in assignments,
(3) ethical considerations and critical thinking,
(4) legislation and privacy, and
(5) national initiatives.

Overall, these guidelines reflect an attempt to balance the opportunities and risks offered by AI with the need to uphold academic integrity, ethical standards, and data protection. However, the analysis also indicates that most existing guidelines are aimed primarily at bachelor’s and master’s students. There is limited attention to the specific situation of PhD candidates, particularly regarding their combined roles as students and independent researchers. The study concludes that doctoral education in Norway lacks clear and targeted guidance on the responsible use of generative AI, highlighting the need for dedicated institutional and national guidelines.

Keywords:

Artificial intelligence (AI), academic writing, PhD-students, ethical guidelines, PhD-supervision.