Generative AI tools such as ChatGPT have recently gained significant
attention in higher education. This study aims to understand how universities
establish policies regarding the use of AI tools and explore the factors that
influence their decisions. Our study examines ChatGPT policies implemented at
universities around the world, including their existence, content, and issuance
dates. Specifically, we analyzed the top 500 universities according to the 2022
QS World University Rankings. Our findings indicate that there is significant
variation in university policies. Less than one-third of the universities
included in the study had implemented ChatGPT policies. Of the universities
with ChatGPT policies, approximately 67 percent embraced ChatGPT in teaching
and learning, more than twice the number of universities that banned it. The
majority of the universities that ban the use of ChatGPT in assessments allow
individual instructors to deviate from this restrictive policy. Our empirical
analysis identifies several factors that are significantly and positively
correlated with a university's likelihood of having a ChatGPT policy, including
the university's academic reputation score, being in an English-speaking
country, and the general public attitudes toward ChatGPT. In addition, we found
that a university's likelihood of having a ban policy is positively associated
with faculty student ratio, citations, and the English-speaking country dummy,
while negatively associated with the number of peer universities within the
same country that have banned ChatGPT. We discuss the challenges faced by
universities based our empirical findings.

本研究旨在了解世界各地大学关于使用生成式人工智能工具（如 ChatGPT）所制定的政策以及影响其决策的因素，发现大学之间在 ChatGPT 政策上存在明显差异；其中三分之一的大学实施了 ChatGPT 政策，而大部分禁止其在评估中使用的大学允许教师自行决定是否使用，同时发现大学的学术声誉、所处国家（以英语为母语）、公众对 ChatGPT 的态度等因素与大学是否制定 ChatGPT 政策密切相关，同时探讨了大学面临的挑战。