Abstract
This interpretive study examines the organizational identity work triggered by the rapid emergence of generative artificial intelligence at a higher education institution. Interviews with management, lecturers, and students explored their interpretations of emerging artificial intelligence practices and their impact on teaching and learning. The findings reveal four primary organizational identity work: rooting, rejecting, adjusting organizational identity, and sensing obstacles to the emergence of organizational identity related to artificial intelligence. Notably, the findings indicate that organizational identity work is linked to diverging interpretations of how change occurs and how new AI-related practices are integrated into teaching and learning. This study enhances our understanding of organizational identity by providing accumulating evidence that demonstrates its continuous evolution, as its construction is socially situated and grounded in practices. Adaptation occurs as members enact a new organizational identity alongside the existing one through practices.