Abstract
The emergence of generative artificial intelligence (GenAI) tools, such as ChatGPT, in November 2022 has had a significant impact on higher education. While some educators view these tools as innovative aids, others express concern over academic integrity, particularly plagiarism and unauthorized assistance. As GenAI technologies evolve, institutions and faculty grapple with how best to adapt teaching strategies and course design. Simultaneously, industry adoption of GenAI is expanding rapidly; McKinsey & Company (2025) reports that 71% of companies now utilize GenAI in at least one business function. In response, business schools integrate AI into their curricula and encourage faculty to develop AI-informed assignments, ensuring that students are prepared for the modern workplace demands.
Although research on GenAI in education is growing, much centers on student engagement, instructional design, and educational outcomes (Amani et al., 2023; Cardona et al., 2023; Lui, 2025). Less attention has been paid to how GenAI reshapes the faculty experience, particularly in terms of academic and emotional labor. With this study, we attempt to answer the following overarching research questions:
- What types of academic and emotional labor do faculty encounter during the GenAI adoption process?
- How does the integration of GenAI reshape faculty work and emotional experiences in higher education?
The study will commence with a qualitative approach, involving in-depth interviews with faculty members across multiple institutions. This study aligns with the Jesuit value of cura personalis by recognizing the holistic impact of GenAI on faculty, not only as educators, but as individuals navigating emotional and professional complexities in a rapidly evolving academic environment. Grounded in emotional labor theory, the study explores how the integration of GenAI tools affects faculty roles, emotional well-being, and pedagogical identity. Findings will inform institutional support strategies that promote more sustainable teaching practices and encourage faculty to embody servant leadership in the classroom.
Keywords: generative artificial intelligence, emotional labor, academic work, faculty experience, higher education