Universities must adopt a lifelong approach to developing ‘skills for life’ alongside more traditional programmes as artificial intelligence drives major upheaval across professional services roles and the broader knowledge economy, according to new research from the University of London.
The report – ‘Human-centric: artificial intelligence, professional services and higher education’ – finds that generative AI is already having a significant impact on knowledge-intensive sectors such as accountancy, law, media, and communications. However, universities that prioritise human-centred capabilities, alongside technical skills, can prepare graduates for a changing job market, where entry level tasks are being automated and there are early signs of an impact on graduate recruitment.
The report outlines critical “skills for life” that will become increasingly important as AI use continues to grow. These include AI literacy, deep subject knowledge, and crucially what researchers term “GRASP” skills – general, relational, analytical, social, and personal capabilities including critical thinking, empathy, teamwork, and the ability to learn and adapt throughout a career.
London, as both a global hub for professional services, where knowledge-intensive sectors account for 31% of jobs, and home to 40% of UK AI companies, is likely to be at the forefront of these changes.
Richard Brown, author of the report and Associate Fellow at University of London’s School of Advanced Study, said: “Use of generative AI is rapidly growing in professional service sectors, and could automate many of the routine tasks that graduate trainees undertake – as well as unlocking innovation, and creating new forms of training and career development. The impact on graduate recruitment and careers could be transformative and disruptive.
“Employers emphasise that they still need graduates who can use their judgement, work empathetically with clients and provide the creativity that AI cannot replicate, but the challenge will be to keep skills fresh over time as technology advances. Universities can have a vital role in helping students develop and adapt the skills they will need, but the sector must be nimble and adaptable.”
Mark Hilton, Policy Delivery Director at BusinessLDN, said: “London is home to many of the world’s leading professional services and AI companies, as well as a host of top universities. The city has a huge opportunity to lead the way in bringing these different organisations together to create programmes that empower students to thrive in a world reshaped by AI, with university courses that help students to make best use of this growing technology, whilst also supporting them to develop vital transferable skills.
“City Hall’s forthcoming Inclusive Talent Strategy is a great opportunity to set out how the GLA will work with universities and employers to ensure the AI revolution benefits all Londoners, building on recommendations from the London Local Skills Improvement Plan.”
The report argues that universities must be quick to adapt to the challenges and opportunities of gen AI, while maintaining high academic standards. To do this effectively, the research suggests that universities include AI literacy and ethics in the curriculum; focus on interdisciplinary education that brings together different fields of knowledge; balance in-person and online learning; extend learning opportunities through life; and expand partnerships to ensure all students have access to extra-curricular activities which build fundamental GRASP skills.
The overall impact of AI on future employment is still unclear but is likely to be disruptive even if overall job numbers rise. The report argues that London’s position as both a professional services hub and AI development centre means the capital’s response will likely influence how universities across the UK adapt to technological change.
Richard Brown added: “Universities that embrace this challenge and focus on developing uniquely human capabilities alongside technical skills will prepare graduates for careers that complement rather than compete with AI. The question isn’t whether change is coming – it’s whether the HE sector will help shape it or simply react to it.”
