Abstract:

As Generative AI reshapes higher education, universities are increasingly required to move from conceptual exploration to institution-wide implementation. This paper presents an empirical case study of how one higher education institution operationalises Generative AI across teaching, learning, and academic practice. Drawing on data collected from cross-disciplinary faculty workshops, GenAI-supported course design initiatives, and staff development programmes, the study examines how educators and institutions translate emerging AI capabilities into pedagogically meaningful and ethically grounded practices. The analysis focuses on three interconnected dimensions of institutional transformation: pedagogical redesign, development of staff and student digital competence, and the establishment of governance mechanisms to support responsible and equitable use. Using qualitative insights derived from workshop interactions, course artefacts, and reflective practices, the paper highlights patterns of adoption, challenges encountered, and strategies that support effective integration. Particular attention is given to how educators engage with multiple AI systems, reposition AI as a tool for idea generation rather than answer production, and maintain human-centred oversight in academic work. The findings contribute a practice-oriented understanding of what it means to build a 'GenAI university', offering evidence-based insights into institutional readiness, scalability, and sustainable integration. The paper provides actionable implications for universities seeking to move beyond isolated experimentation toward coordinated, inclusive, and responsible GenAI adoption.

Keywords:

Generative AI in Higher Education, Institutional Transformation, Digital Competence Development, AI Implementation in Education, Qualitative Case Study