Artificial intelligence (AI) and ChatGPT are now well-established concepts and applications. This study aims to deepen the understanding of the use of generative AI tools, such as ChatGPT, in higher education at a Swiss University of Applied Science. The investigation focuses on the experiences, perceptions, knowledge, and concerns associated with generative AI among educators and students.

This study aims to:
- Examine the experiences, perceptions, knowledge, and concerns of lecturers and students in higher education regarding generative AI.
- Compare the experiences, perceptions, knowledge, and concerns of lecturers and students concerning the usage of generative AI.
- Investigate the intentions and concerns of both lecturers and students, along with their reasons, towards using generative AI in higher education.

Research Questions:
- What are the current experiences, perceptions, knowledge, and concerns of both lecturers and students in higher education with respect to generative AI?
- How do lecturers and students compare in terms of their experiences, perceptions, knowledge, and concerns regarding the use of generative AI?
- What are the current intentions and concerns of both lecturers and students, along with any accompanying reasons, towards using generative AI in higher education?

Methodology:
To answer the provided research questions, an empirical survey among undergraduate students from various disciplines and lecturers at a Swiss University of Applied Science was conducted and evaluated. Statistical evidence (t-tests) were performed to investigate differences and similarities in the perception between students and teachers as well as to investigate their perception based on their "digital age". This study uses empirical data to analyze the usage behavior of students and lecturers. It supplements an existing study conducted in Asia, aiming to identify potential differences between the Swiss and Asian cohorts.

Results:
The empirical data gathered in this study will provide insights into these questions, enhancing our understanding of the role of generative AI in the educational context. This study highlights the importance of combining technology with traditional teaching methods providing a more effective learning environment. Implications of the findings include the need to develop evidence-based guidelines, as well as policies for GenAI integration, foster critical thinking and digital literacy skills among students, and promote responsible use of GenAI technologies in higher education.

Keywords: GenAI, education.