Generative artificial intelligence (GenAI) is increasingly described in higher education as a tool, collaborator, evaluator, proxy, and infrastructure. These labels are not neutral: they shape who is seen as acting, knowing, and, crucially, being answerable when someone uses AI. This study examines how scholars distribute such responsibility across 366 English-language titles and abstracts published between November 2022 and 14 August 2026. A corpus-assisted discourse analysis combined frequency counts, five-word collocations, actor-predicate associations, obligation-clause coding, and heuristic analysis of passives, nominalisations, and reporting metonymies. The final corpus contained 91,405 tokens, drawn from 8,734 unique records screened after deduplication. AI was the most frequently named actor, appearing 2,050 times and entering 447 predicate associations, most involving action. Students, by contrast, were more often associated with knowing, judging, and verifying, yet no sentence ever made AI explicitly responsible. Responsibility fell largely on educators, institutions, and policy, or disappeared through passive and nominalised constructions. Even frequent phrases such as "responsible AI" and "responsible use" rarely identify who is accountable for what. The findings reveal a persistent gap between giving AI functional agency and assigning normative accountability.

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