Suitability Assessments in Higher Education

Advanced suitability assessments of students in higher education in Norway, consider if a student poses a potential risk to vulnerable groups in future professional practice. The purpose of this study is to examine how mentors across disciplines experience students' use of artificial intelligence (AI) in extended mentoring in advanced suitability assessments, and how this impacts mentoring practices. Data were collected through in-depth interviews with four mentors and their reflection notes following mentoring sessions. Thematic analysis revealed that mentors face pitfalls when students use AI to enhance personal and professional development. It becomes difficult to uncover the students' critical reflection and self-awareness, particularly in empathy and care. Findings indicate that students undergoing advanced suitability assessments may lack key competences required for professional practice, such as communication and contextual understanding. The mentees’ use of AI as a shortcut rather than as a tool has various impacts on extended mentoring practices, including reduced learning depth, reduced problem-solving skills, increased dependency on technology, and raised ethical concerns.