Factors influencing faculty adoption of GenAI: Emerging opportunities for information professionals

Building on the existing body of literature on the Technology Adoption Model (TAM) and faculty adoption behavior of generative AI (GenAI), this study partially tests the TAM by analyzing the Ithaka S + R 2024 US Instructor Survey though multiple regression analyses. It examines how self-efficacy and perceived value of support influence faculty behavior, with perceived usefulness (PU) serving as a mediating variable. The study also identifies barriers to GenAI support services. The results show that both self-efficacy and perceived value positively influenced faculty use and the encouragement of student use, with PU mediating the relationship. This indicates that these factors impacted faculty behavior beyond PU alone. Among faculty who rated PU highly but reported low use, distinct patterns in support perceptions emerged, suggesting demographic differences in needs and adoption barriers. This paper concludes by urging information professionals to take an active role in creating opportunities for discussion on the ethical considerations of AI, extending beyond purely technical concerns. Doing so enhances faculty members' ability to address challenges such as the ethical use of AI, algorithmic opacity, and potential threats AI may pose to the pursuit of warranted knowledge, thereby improving faculty GenAI efficacy in responding to pressing needs across higher education.