Are Project Management Professors at Risk Due to AI?

All postsecondary teachers not listed separately.

The occupation "Postsecondary Teachers, All Other" has been assessed with an automation risk of 0.0%, signifying that it is highly resistant to automation technologies. This occupation entails a wide variety of teaching roles at the postsecondary (college and university) level that do not fit neatly into more narrowly defined academic departments or subject-matter categories. The low risk is rooted in the inherently complex, adaptive, and human-centric nature of higher education teaching, which relies on advanced communication, nuanced judgment, and interpersonal skills. Additionally, the diverse array of specialized topics, research integration, and the mentorship aspect of these positions present significant barriers for automation. As technology stands today, automated systems are not equipped to replicate the full spectrum of expertise, critical thinking, and personal engagement essential to these educational roles. Even though many tasks within academia can be supplemented by technology, the top three most automatable tasks in this occupation include grading objective assignments and exams, organizing and managing course materials on digital learning platforms, and scheduling and disseminating course information to students. These tasks are largely repetitive, follow clear rules, and can be efficiently handled by current software tools. However, despite the potential for automation in these areas, the proportion of overall work time spent on these tasks is relatively small compared to the core responsibilities of teaching and mentoring, which helps keep the automation risk at zero. These automatable components support, rather than substitute, the educator’s primary functions. In contrast, the most automation-resistant tasks include developing and delivering lectures tailored for diverse student audiences, engaging in one-on-one mentoring and advising, and conducting original academic research or creative activity. These tasks require deep disciplinary knowledge, emotional intelligence, adaptability, and creativity—qualities that remain far beyond the reach of even the most sophisticated AI at present. The main bottleneck skills in this occupation are advanced subject-matter expertise, pedagogical proficiency, effective written and oral communication, critical thinking, and the ability to inspire, motivate, and guide students. All these skills are present at a high or expert level, underscoring the significant barriers automation faces in this domain. Only educators possessing a blend of research acumen, academic leadership, and interpersonal savvy can fulfill these job requirements, making the role virtually immune to current and foreseeable automation.