Promoting institutional GenAI-in-assessment reform through the lens of Kotter’s change model

Abstract

The rapid emergence of generative artificial intelligence (GenAI) tools, such as ChatGPT, presents both opportunities and challenges for higher education, particularly regarding assessment practices. This paper examines a university’s initiative in Hong Kong to redesign assessment in response to GenAI, utilising Kotter’s eight-step Change Model as an analytical framework. The study reviews the university’s actions in establishing urgency, forming a guiding coalition, creating a strategic vision, communicating that vision, empowering others, achieving short-term wins, consolidating improvements, and institutionalising new approaches. It identifies both strengths and areas for improvement in the implementation of GenAI integration. The analysis reveals the importance of clear communication and iterative improvement strategies, offering practical implications for other institutions navigating similar technological shifts in education.