Disruption of Student Graduation Requirements and Academic Rank Advancement for Lecturers in the Era of Generative AI: A Critical Analysis

Abstract

This study aims to examine the requirements for student graduation and the advancement of faculty functional ranks specifically those involving the writing of scholarly papers and publication in Sinta-indexed or Scopus-indexed journals within the current era of generative artificial intelligence. Employing a descriptive evaluative research design, this study utilizes a literature review approach alongside the author’s own experience as a faculty member (passive participation). The findings indicate that the mandate to produce scholarly papers—both as a graduation requirement for students and as a criterion for faculty rank advancement—has become obsolete due to the widespread use of generative artificial intelligence by both students and faculty. For students, this requirement should be replaced by alternatives such as the demonstration of innovative projects, comprehensive oral examinations that directly assess logical reasoning, or the development of functional technological products that provide solutions for local industries. For faculty, the requirements for rank advancement could instead be based on innovation patents adopted by industry, measurable outcomes from community service initiatives, successful research commercialization (hilirisasi), and a documented track record of humanistic, contextual teaching. This research is intended to provide new insights and expand the knowledge base for decision-makers in the higher education sector