Consultation on the governance of the UN’s Scientific Advsory Panel on AI. Posted on LinkedIn.
Category: Tammy Mackenzie, M.B.A.
Tammy Mackenzie
Biography
LinkedIn
Google Scholar
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Université de l’Alberta Conférence Annuelle: Les leviers du pouvoir dans l’IA
Les leviers du pouvoir en IA
Conférencière : Tammy MacKenzie
Congrès du Campus Saint-Jean de l’Université de l’Alberta, le 25 avril 2025, Edmonton, AB (Canada). -
Easy to read, easier to write: the politics of AI in consultancy trade research
AI systems have been rapidly implemented in all sectors, of all sizes and in every country. In this article, we conduct a bibliometric review of references in recent consultancy reports on AI use in business, policymaking, and strategic management. The uptake of these reports is high. We find three positive factors: focus on client-facing solutions, speed of production, and ease of access. We find that the evidentiary quality of reports is often unsatisfactory because of references-clubbing with other consultancy reports, references to surveys without transparency, or poor or missing references. To optimize the utility of consultancy reports for decision-makers and their pertinence for policy, we present recommendations for the quality assessment of consultancy reporting on AI’s use in organizations. We discuss how to improve general knowledge of AI use in business and policymaking, through effective collaborations between consultants and management scientists. In addition to being of interest to managers and consultants, this work may also be of interest to media, political scientists, and business-school communities.
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Towards regulating AI : A natural, labour and capital resources perspective
Policymakers who are looking at artificial intelligence (AI) applications are thinking about what we as a society want to achieve and what we need to protect, yet it is not commonly known that AI apps require intensive natural resources, labour and capital.
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Path to Personalization: A Systematic Review of GenAI in Engineering Education
This systematic review paper provides a comprehensive synthesis across 162 articles on Generative Artificial Intelligence (GenAI) in engineering education (EE), making two specific contributions to advance research in the space. First, we develop a taxonomy that categorizes the current research landscape, identifying key areas such as Coding or Writing Assistance, Design Methodology, and Personalization. Second, we highlight significant gaps and opportunities, such as lack of customer-centricity and need for increased transparency in future research, paving the way for increased personalization in GenAI-augmented engineering education. There are indications of widening lines of enquiry, for example into human-AI collaborations and multidisciplinary learning. We conclude that there are opportunities to enrich engineering epistemology and
competencies with the use of GenAI tools for educators and students, as well as a need for further research into best and novel practices. Our discussion serves as a roadmap for researchers and educators, guiding the development of GenAI applications that will continue to transform the engineering education landscape, in classrooms and the workforce. -
OECD Gender Equality in Technology Governance
Director Mackenzie represented the Aula Fellowship and the AI context in conversations at this global conference for equity. We stand together, or we fall.
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Collision Toronto: Booth
Emmanuel Taiwo and Tammy Mackenzie represented the Aula Fellowship in the social good start-up stage. Thank you, Collision Toronto, for this excellent experience with old and new friends, working for good AI together in excellent company. Thanks also to Aula Fellow Rubaina Khan, Victoria Kuketz, and Marisa Eleuterio, for technical support throughout!
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Collision Toronto: Presentation
Presented the Aula Fellowship from the Non-Profits Stage. Thank you, Victoria!
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World AI: Women in AI
A collaborative event with Women in AI. We asked conference participants to tell us about their hard questions in AI, and had many fruitful conversations for future collaborations.
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World AI: Women in AI
We organized with Women in AI for this 2024 World AI group photo on the main stage. Thank you to everyone who participated!
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Reimagining AI Conference Mission Statements to Promote Inclusion in the Emerging Institutional Field of AI
AI conferences play a crucial role in education by providing a platform for knowledge sharing, networking, and collaboration, shaping the future of AI research and applications, and informing curricula and teaching practices. This work-in-progress, innovative practice paper presents preliminary findings from textual analysis of mission statements from select artificial intelligence (AI) conferences to uncover information gaps and opportunities that hinder inclusivity and accessibility in the emerging institutional field of AI. By examining language and focus, we identify potential barriers to entry for individuals interested in the AI domain, including educators, researchers, practitioners, and students from underrepresented groups. Our paper employs the use of the Language as Symbolic Action (LSA) framework [1] to reveal information gaps in areas such as no explicit emphasis on DEI, undefined promises of business and personal empowerment and power, and occasional elitism. These preliminary findings uncover opportunities for improvement, including the need for more inclusive language, an explicit commitment to diversity, equity, and inclusion (DEI) initiatives, clearer communications about conference goals and expectations, and emphasis on strategies to address power imbalances and promote equal opportunities for participation. The impact of our work is bi-fold: 1) we demonstrate preliminary results from using the Language as Symbolic Action framework to text-analysis of mission statements, and 2) our preliminary findings will be valuable to the education community in understanding gaps in current AI conferences and consequently, outreach. Our work is thus of practical use for conference organizers, engineering and CS educators and other AI-related domains, researchers, and the broader AI community. Our paper highlights the need for more intentional and inclusive conference design to foster a diverse and vibrant community and community of AI professionals.
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Beyond the algorithm: Empowering ai practitioners through liberal education
As AI technology continues to transform society, there is a growing need for engineers and technologists to develop interdisciplinary skills to address complex, society-wide problems. However, there is a gap in understanding how to effectively design and deliver inter-disciplinary education programs for AI-related training. This paper addresses this gap by reporting on a successful summer school program that brought together specialists from around the world to engage in deliberations on responsible AI, as part of a Summer School in Responsible AI led by Mila – Quebec Artificial Intelligence Institute. Through deep dive auto-ethnographic reflections from five individuals, who were either organizers or participants, augmented with end-of-program feedback, we provide a rich description of the program’s planning, activities, and impact. Specifically, our study draws from engineering education research, bridging the gap between research and practice to answer three research questions related to the program: (1) How did the program design enable a more effective understanding of interdisciplinary problem-sets? (2) How did participants experience the interdisciplinary work of the program? (3) Did the program affect participants’ impact on interdisciplinary problem-sets after the program? Our findings highlight the benefits of interdisciplinary, holistic, and hands-on approaches to AI education and provide insights for fellow engineering education researchers on how to design effective programs in this field.