Generative Artificial Intelligence (generative AI) poses both opportunities
and risks for the integrity of research. Universities must guide researchers in
using generative AI responsibly, and in navigating a complex regulatory
landscape subject to rapid change. By drawing on the experiences of two
Australian universities, we propose a framework to help institutions promote
and facilitate the responsible use of generative AI. We provide guidance to
help distil the diverse regulatory environment into a principles-based position
statement. Further, we explain how a position statement can then serve as a
foundation for initiatives in training, communications, infrastructure, and
process change. Despite the growing body of literature about AI's impact on
academic integrity for undergraduate students, there has been comparatively
little attention on the impacts of generative AI for research integrity, and
the vital role of institutions in helping to address those challenges. This
paper underscores the urgency for research institutions to take action in this
area and suggests a practical and adaptable framework for so doing.

通过借鉴澳大利亚两所大学的经验，本文提出了一个框架，以帮助研究机构促进和促使生成性人工智能的负责任使用。此框架目的在于将复杂的监管环境转化为基于原则的立场声明，并为培训、沟通、基础设施和流程变革提供指导。此论文强调了研究机构在这一领域采取行动的紧迫性，并建议了一个实用且可适应的框架。

研究中生成 AI 的负责任使用的大学框架

A University Framework for the Responsible use of Generative AI in  Research

The advancements in Artificial Intelligence (AI) technologies such as ChatGPT
have gained popularity in recent days. The integration of ChatGPT in
educational contexts has already created attractions due to a wide range of
applications. However, the automatic generation of human-like texts also poses
potential risks to academic integrity, especially when faced with
writing-intensive language courses. Considering the ongoing debates, this study
aims to investigate the academic policies and guidelines established by US
universities regarding the use of ChatGPT in teaching and learning. The data
sources include academic policies, statements, guidelines as well as relevant
resources that were provided by the top 50 universities in the United States,
according to U.S. News. Thematic analysis and qualitative analysis were
employed in the analysis and showed that most top 50 universities were open but
cautious towards the integration of generative AI in teaching and learning and
also expressed their concerns on ethical usage, accuracy, and data privacy.
Most universities also provided a variety of resources and guidelines,
including syllabus templates/samples, workshops and discussions, shared
articles, and one-on-one consultations, with focuses on general technical
introduction, ethical concerns, pedagogical applications, preventive
strategies, data privacy, limitations, and detective tools. The findings will
inform future policy-making regarding the integration of ChatGPT in
college-level education and influence the provision of supportive resources by
universities for the appropriate application of ChatGPT in education.

调查美国大学关于在教育中使用 ChatGPT 的学术政策和指南，发现大多数大学对生成式人工智能的整合持开放但谨慎的态度，并表达了他们对道德使用、准确性和数据隐私的担忧，提供了各种资源和指南，包括教学大纲模板 / 样本，研讨会和讨论，共享文章和一对一咨询，重点关注一般技术介绍、道德关注、教学应用、预防策略、数据隐私、限制和探测工具。