Betting On Me

Live Your Purpose

Author: Lynn Austin

Lynn F. Austin is an author, educator, and EdTech consultant, and a doctoral candidate focused on AI strategy and innovation in higher education. With a foundation in faith and years of experience in business and education, Lynn helps people achieve their highest potential through practical strategy and clear communication. Her leadership in innovation and faculty development makes her a trusted speaker, coach, and business consultant. A valued voice in academic and business circles, Lynn writes frequently on AI in higher education and is the author of The BOM: Betting on Me, The Newman Tales series, and other business, motivational, and faith-based books. She equips professionals, educators, and students to thrive with purpose and lead with wisdom.

🧭 AI & Higher-Education Global Brief Wednesday, November 12

🧭 AI & Higher-Education Global Brief Wednesday, November 12

This week’s AI & Higher-Education Global Brief explores how universities are moving from experimentation to accountability. Featured research highlights a growing demand for governance frameworks that balance innovation with integrity. From faculty readiness and AI-tool adoption to student writing and accreditation reform, the focus is shifting toward strategy, not novelty. Institutions are now being called to demonstrate measurable responsibility in how AI shapes teaching, learning, and policy—signaling a defining moment for higher education’s digital maturity.

🧭 AI & Higher-Education Global Brief Wednesday, November 5

🧭 AI & Higher-Education Global Brief Wednesday, November 5

Higher education is entering a new phase where AI policy, ethics, and practice converge. This week’s stories reveal how universities are moving beyond experimentation to accountability—shaping governance frameworks, faculty development, and interdisciplinary learning models that make AI both credible and measurable. From institutional oversight to classroom design, readiness is no longer a concept; it’s the standard.

🧭 AI & Higher-Education Global Brief Week Ending October 22, 2025

🧭 AI & Higher-Education Global Brief Week Ending October 22, 2025

AI in higher education has shifted from novelty to obligation. This week’s brief spotlights accreditation and accountability: C-RAC’s sector-wide AI statement, UNESCO’s governance training, and concrete campus actions and research tools. The message is clear—institutions must evidence ethical use, faculty readiness, and data integrity to sustain credibility.

🧭 AI & Higher-Education Global Brief — Wednesday, October 15, 2025

🧭 AI & Higher-Education Global Brief — Wednesday, October 15, 2025

AI in higher education is no longer an experiment—it’s becoming the backbone of equitable learning systems. From California’s statewide AI tutoring program to global reforms in assessment and adult learning, colleges are redefining innovation around access, ethics, and educator leadership. This issue spotlights how faculty-led AI literacy and thoughtful policy are shaping a future where technology expands opportunity rather than replacing human connection.

🧭 AI & Higher-Education Global Brief — Wednesday, October 8, 2025

🧭 AI & Higher-Education Global Brief — Wednesday, October 8, 2025

AI is no longer an experiment—it’s infrastructure. This week’s brief spotlights systemwide adoption across higher education, from California’s historic AI tutoring rollout to Coursera’s integration inside ChatGPT. Faculty now stand at the center of this transition: success depends not on the platforms themselves but on the readiness, reflection, and integrity guiding their use. Policy compliance, faculty capacity, and platform governance define this next phase of intelligent learning.

🧭 AI & Higher-Education Global Brief — Wednesday, October 1, 2025

🧭 AI & Higher-Education Global Brief — Wednesday, October 1, 2025

Universities are moving beyond pilots to embed AI literacy, governance, and infrastructure at scale. Faculty training programs and bold initiatives like Ohio State’s AI fluency mandate show how higher education is treating AI not as an add-on, but as a core academic competency.

Back to top