The academic integrity of O P Jindal University has recently come under scrutiny following a high-profile case involving an LLM student, Kaustubh Shakkarwar. Shakkarwar, who is an engineer-turned-lawyer and practices intellectual property law, filed a grievance against the university after being accused of using artificial intelligence (AI) in an exam submission. The dispute arose from an assignment for the course ‘Law and Justice in the Globalizing World,’ leading to Shakkarwar receiving a fail grade on June 11. Compounding the issue, the university’s examination committee claimed that 88 percent of his assignment was AI-generated. This incident has opened up a broader conversation about the role of AI in academic submissions and the policies surrounding it.
Legal Challenges and Academic Policies
Shakkarwar contested the university’s accusations by arguing that no substantial evidence was provided to prove the AI usage in his submission dated May 18. When he sought to challenge the decision, he found himself entangled in what he describes as a breach of natural justice. His claims were straightforward: he was not given an opportunity to present his side of the story or access key documents related to the case. Attempting to resolve the issue through institutional mechanisms, he submitted a memo of arguments to the university’s unfair means committee and requested pertinent documents, but these were allegedly never provided. In exploring the legal intricacies of the case, it’s vital to consider both procedural fairness and the evidence laid against the student.
Despite his attempts at redress, Shakkarwar’s petition to the university’s examination appellate committee was dismissed after almost four months, purportedly without a formal hearing. This decision only served to exacerbate his sense of injustice. His plea brings into question whether the university adhered to its own policies and principles of due process. According to Shakkarwar, the lack of transparency in the university’s handling of his case highlighted significant flaws in its procedural framework. His legal battle against the university now hinges on these procedural missteps and the absence of definitive proof of AI involvement.
Broader Implications of AI and Copyright
Another critical aspect of Shakkarwar’s defense lies in the interpretation of copyright laws, particularly Section 2(d)(vi) of the Copyright Act, 1957. Shakkarwar argued that even if AI was utilized in the creation of his assignment, the copyright for the content would still belong to him. This argument serves to counter the university’s claims of copyright infringement. By bringing this issue to the forefront, Shakkarwar has initiated a dialogue on how AI-generated content is treated under existing copyright frameworks. This discourse is not merely academic; it holds significant ramifications for students and educators alike in understanding ownership and responsibility over AI-generated works.
The case also spotlights the need for clearer guidelines and more robust procedures to handle the integration of AI in educational settings. It raises pressing questions about the role of AI in academic work and how institutions should adapt to this evolving landscape. Fairness and transparency are cornerstone principles that need reinforcement. As educational institutions increasingly confront these challenges, the necessity for concrete, well-defined policies becomes ever more pressing. Ensuring that policies are clearly communicated to students can prevent misunderstandings and foster a culture of fairness.
Looking Ahead: The Next Steps
O P Jindal University’s academic integrity recently came under scrutiny due to a high-profile incident involving an LLM student, Kaustubh Shakkarwar. Shakkarwar, who transitioned from an engineering background to practicing intellectual property law, lodged a formal complaint against the university. This came after he was accused of using artificial intelligence (AI) to complete an exam assignment. The controversy centered around an assignment for the course ‘Law and Justice in the Globalizing World,’ where Shakkarwar received a failing grade on June 11. The university’s examination committee asserted that 88 percent of his assignment was generated by AI. This case has sparked a broader discussion about the role of AI in academics and the policies that should govern its use. With AI becoming more prevalent, educational institutions are facing new challenges in maintaining academic integrity, prompting the need for clear guidelines and policies on AI usage in student assignments and exams.
