Although debates regarding the integration of digital technologies in higher education are far from new, the launch of ChatGPT in November 2022 was considered by many as something different from the developments that had come before. This article explores how higher education institutions make sense of the potentiality inherent in artificial intelligence and the early responses to the proliferation of ChatGPT. Through a qualitative interview-based study carried out at three HEIs in Norway, and applying Scott’s (2005) three pillars of institutions as an analytical framework, the article examines the type of change pressure ChatGPT was perceived to represent in the period following its launch and the type of organizational response this perception warranted. The findings show that while it was expected that ChatGPT and related technologies not only could threaten — and potentially challenge — key norms and values in the long run, in the short term it was primarily perceived as a regulatory issue that needed to be controlled by higher education institutions. The article points to an epistemic and temporal imbalance in both the expectations and response to ChatGPT, coupled with a lack of technological competence to fully consider the kind of transformation that artificial intelligence technology potentially represents. Coupled with the sense of artificial intelligence being a “moving target”, this led higher education institutions to an initial state of organizational paralysis, in turn adopting a “wait and see” strategy.
