E158: Post-Plagiarism University: Replacing Humans with AI—Belonging Dips, GPAs Slide, Integrity Erodes
El Podcast27 Sep

E158: Post-Plagiarism University: Replacing Humans with AI—Belonging Dips, GPAs Slide, Integrity Erodes

Dr. Joseph Crawford unpacks how AI is reshaping higher education - eroding student belonging, redefining assessment in a post-plagiarism era, and raising the stakes for soft skills.

Guest bio
Dr. Joseph “Joey” Crawford is a Senior Lecturer in Management at the University of Tasmania and ranks among the top 1% of most-cited researchers globally. His work centers on leadership, student belonging, and the role of AI in higher education, and he serves as Editor-in-Chief of a leading education journal.

Topics discussed

  • AI in higher education and the “post-plagiarism” era
  • Student belonging, loneliness, and mental health impacts
  • Massification of education (8% → 30% → 50.2% participation)
  • Programmatic assessment vs. essays/exams
  • COVID-19’s lasting effects on campus culture and learning
  • Recorded lectures, flipped learning, and in-person tradeoffs
  • Soft skills, leadership education, and employability
  • Academic integrity, peer review, and AI misuse by faculty
  • Labor shortages, graduate readiness, and industry pathways
  • Social anxiety, AI “friendship,” and GPA outcomes

Main points & takeaways

  • AI substitutes human support: Heavy chatbot use can provide a sense of social support but correlates with lower belonging and reduced GPA compared to human connections.
  • Belonging matters: Human social support predicts higher well-being and better academic performance; AI support does not translate into belonging.
  • Post-plagiarism reality: Traditional lecture-plus-essay or multiple-choice assessment is increasingly unreliable for verifying authorship.
  • Assessment is shifting: Universities are exploring programmatic assessment—fewer, higher-stakes integrity checks across a degree instead of every course.
  • Massification pressures quality: Participation in Australia rose from 8% (1989) to 30% (2020) to 50.2% (2021), straining rigor and prompting curriculum simplification and grade inflation.
  • COVID + ChatGPT = double shock: Online habits and interaction anxiety from the pandemic compounded with AI convenience, reducing peer-to-peer engagement.
  • Less face time: Many business courses dropped live lectures; students are now ~2 hours less in-class per subject, raising the bar for workshops to build soft skills.
  • Workforce mismatch: Employers want communication and leadership; graduates often lack mastery because entry-level “practice” tasks are automated.
  • Faculty risks too: Using AI to draft peer reviews can embed weak scholarship into training corpora and distort future models.
  • Pragmatic advice: Don’t fear AI—use it—but replace lost micro-interactions with real people and deliberately practice human skills (e.g., leadership, psychology).

Top quotes

  • “We’re in a post-plagiarism world where knowing who wrote what is a real challenge.”
  • “Some students are replacing librarians, peers, and support staff with bots—they’re fast, infinitely friendly, and never judge.”
  • “AI social support doesn’t create belonging—and that shows up in grades.”
  • “The lecture isn’t gone, but in many programs it’s recorded—and students now get less in-person time.”
  • “Don’t substitute AI-created efficiency with more work—substitute it with more people.”

🎙 The Pod is hosted by Jesse Wright
💬 For guest suggestions, questions, or media inquiries, reach out at https://elpodcast.media/
📬 Never miss an episode – subscribe and follow wherever you get your podcasts.
⭐️ If you enjoyed this episode, please rate and review the show. It helps others find us.

Thanks for listening!

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