The rapid emergence of Generative Artificial Intelligence (GAI) has introduced a transformative age of technology, gaining prominent attention in higher education. This mixed-methods case study examines the applications of GAI, and how it is understood, applied, and managed within an Irish Technological University. By focusing on lecturers’ professional and personal engagement with GAI, the research provides insight into how this technology is shaping academic practice, providing valuable insights for researchers and policymakers, including its challenges and potential to add value to teaching experiences.

Key findings reveal a continuum of responses and experiences, ranging from resistance to optimism among educators. Instead of viewing these reactions solely through the lens of technology acceptance, we have applied change management theories as a framework to better capture the nuance and complexity of staff responses. To this end, the presentation provides an opportunity to introduce a heuristic device that combines Kotter’s 8-Step Model with Kübler-Ross’ Change Curve, offering a way to capture participant perspectives on GenAI.

This research highlights the importance of proactive and empathetic change management and AI-informed teaching methods, providing recommendations for HEIs seeking to navigate the pedagogical, ethical, and institutional implications of GAI adoption.