While Generative AI (GenAI) rapidly integrated into higher education, existing research has primarily focused on regulating student use. As a result, student perspectives on faculty adoption of GenAI remained unexplored. In this study, we analyzed survey responses from 156 undergraduate and graduate students to examine their attitudes toward both student and faculty use of GenAI. We classified students into four groups based on their attitudes, including GenAI Optimists, Student Support Group, Faculty Support Group, and Non-supporters. Findings show that 37% of participants do not support GenAI use by either students or faculty, while 31% support GenAI use in both contexts. We also conducted thematic analysis to understand participants' concerns on faculty GenAI usage. Results revealed that (1) a majority of students (79%) questioned the validity and reliability of GenAI-generated responses, and (2) 37% of students feared that faculty overreliance on GenAI created a "futile cycle" that might reduce faculty critical thinking. Our findings showed that students expressed concerns about GenAI use by faculty in teaching and grading contexts, with pedagogical concerns being most prominent. These findings informed the future use of GenAI in teaching and learning in higher education.

翻译：随着生成式人工智能（GenAI）迅速融入高等教育，现有研究主要聚焦于规范学生的使用行为，但学生对教师采用GenAI的看法尚未得到探讨。本研究分析了156名本科生和研究生的调查反馈，考察他们对学生和教师使用GenAI的态度。根据学生的态度，我们将其分为四类：GenAI乐观派、学生支持组、教师支持组和不支持组。研究结果显示，37%的参与者不支持学生或教师使用GenAI，而31%的参与者支持这两种场景下的GenAI使用。我们还通过主题分析理解参与者对教师使用GenAI的担忧。结果揭示：（1）大多数学生（79%）质疑GenAI生成应答的有效性和可靠性；（2）37%的学生担心教师过度依赖GenAI会形成“无效循环”，降低教师的批判性思维能力。研究发现，学生对教师在教学和评分中使用GenAI表示担忧，其中教学层面的顾虑最为突出。这些发现为高等教育中GenAI的未来教学应用提供了参考依据。