What’s the point of college if no one’s actually doing the work?
Education
How ChatGPT is breaking higher education, explained
It’s not a rhetorical question. More and more students are not doing the work. They’re offloading their essays, their homework, even their exams, to AI tools like ChatGPT or Claude. These are not just study aids. They’re doing everything.
We’re living in a cheating utopia — and professors know it. It’s becoming increasingly common, and faculty are either too burned out or unsupported to do anything about it. And even if they wanted to do something, it’s not clear that there’s anything to be done at this point.
So what are we doing here?
James Walsh is a features writer for New York magazine’s Intelligencer and the author of the most unsettling piece I’ve read about the impact of AI on higher education.
Walsh spent months talking to students and professors who are living through this moment, and what he found isn’t just a story about cheating. It’s a story about ambivalence and disillusionment and despair. A story about what happens when technology moves faster than our institutions can adapt.
I invited Walsh onto The Gray Area to talk about what all of this means, not just for the future of college but the future of writing and thinking. As always, there’s much more in the full podcast, so listen and follow The Gray Area on Apple Podcasts, Spotify, Pandora, or wherever you find podcasts. New episodes drop every Monday.
This interview has been edited for length and clarity.
Let’s talk about how students are cheating today. How are they using these tools? What’s the process look like?
It depends on the type of student, the type of class, the type of school you’re going to. Whether or not a student can get away with that is a different question, but there are plenty of students who are taking their prompt from their professor, copying and pasting it into ChatGPT and saying, “I need a four to five-page essay,” and copying and pasting that essay without ever reading it.
One of the funniest examples I came across is a number of professors are using this so-called Trojan horse method where they’re dropping non-sequiturs into their prompts. They mention broccoli or Dua Lipa, or they say something about Finland in the essay prompts just to see if people are copying and pasting the prompts into ChatGPT. If they are, ChatGPT or whatever LLM they’re using will say something random about broccoli or Dua Lipa.
Unless you’re incredibly lazy, it takes just a little effort to cover that up.
Every professor I spoke to said, “So many of my students are using AI and I know that so many more students are using it and I have no idea,” because it can essentially write 70 percent of your essay for you, and if you do that other 30 percent to cover all your tracks and make it your own, it can write you a pretty good essay.
And there are these platforms, these AI detectors, and there’s a big debate about how effective they are. They will scan an essay and assign some grade, say a 70 percent chance that this is AI-generated. And that’s really just looking at the language and deciding whether or not that language is created by an LLM.
But it doesn’t account for big ideas. It doesn’t catch the students who are using AI and saying, “What should I write this essay about?” And not doing the actual thinking themselves and then just writing. It’s like paint by numbers at that point.
Did you find that students are relating very differently to all of this? What was the general vibe you got?
It was a pretty wide perspective on AI. I spoke to a student at the University of Wisconsin who said, “I realized AI was a problem last fall, walking into the library and at least half of the students were using ChatGPT.” And it was at that moment that she started thinking about her classroom discussions and some of the essays she was reading.
The one example she gave that really stuck with me was that she was taking some psych class, and they were talking about attachment theories. She was like, “Attachment theory is something that we should all be able to talk about [from] our own personal experiences. We all have our own attachment theory. We can talk about our relationships with our parents. That should be a great class discussion. And yet I’m sitting here in class and people are referencing studies that we haven’t even covered in class, and it just makes for a really boring and unfulfilling class.” That was the realization for her that something is really wrong. So there are students like that.
And then there are students who feel like they have to use AI because if they’re not using AI, they’re at a disadvantage. Not only that, AI is going to be around no matter what for the rest of their lives. So they feel as if college, to some extent now, is about training them to use AI.
What’s the general professor’s perspective on this? They seem to all share something pretty close to despair.
Yes. Those are primarily the professors in writing-heavy classes or computer science classes. There were professors who I spoke to who actually were really bullish on AI. I spoke to one professor who doesn’t appear in the piece, but she is at UCLA and she teaches comparative literature, and used AI to create her entire textbook for this class this semester. And she says it’s the best class she’s ever had.
So I think there are some people who are optimistic, [but] she was an outlier in terms of the professors I spoke to. For the most part, professors were, yes, in despair. They don’t know how to police AI usage. And even when they know an essay is AI-generated, the recourse there is really thorny. If you’re going to accuse a student of using AI, there’s no real good way to prove it. And students know this, so they can always deny, deny, deny. And the sheer volume of AI-generated essays or paragraphs is overwhelming. So that, just on the surface level, is extremely frustrating and has a lot of professors down.
Now, if we zoom out and think also about education in general, this raises a lot of really uncomfortable questions for teachers and administrators about the value of each assignment and the value of the degree in general.
How many professors do you think are now just having AI write their lectures?
There’s been a little reporting on this. I don’t know how many are. I know that there are a lot of platforms that are advertising themselves or asking professors to use them more, not just to write lectures, but to grade papers, which of course, as I say in the piece, opens up the very real possibility that right now an AI is grading itself and offering comments on an essay that it wrote. And this is pretty widespread stuff. There are plenty of universities across the country offering teachers this technology. And students love to talk about catching their professors using AI.
I’ve spoken to another couple of professors who are like, I’m nearing retirement, so it’s not my problem, and good luck figuring it out, younger generation. I just don’t think people outside of academia realize what a seismic change is coming. This is something that we’re all going to have to deal with professionally.
And it’s happening much, much faster than anyone anticipated. I spoke with somebody who works on education at Anthropic, who said, “We expected students to be early adopters and use it a lot. We did not realize how many students would be using it and how often they would be using it.”
Is it your sense that a lot of university administrators are incentivized to not look at this too closely, that it’s better for business to shove it aside?
I do think there’s a vein of AI optimism among a certain type of person, a certain generation, who saw the tech boom and thought, I missed out on that wave, and now I want to adopt. I want to be part of this new wave, this future, this inevitable future that’s coming. They want to adopt the technology and aren’t really picking up on how dangerous it might be.
I used to teach at a university. I still know a lot of people in that world. A lot of them tell me that they feel very much on their own with this, that the administrators are pretty much just saying, Hey, figure it out. And I think it’s revealing that university admins were quickly able, during Covid, for instance, to implement drastic institutional changes to respond to that, but they’re much more content to let the whole AI thing play out.
I think they were super responsive to Covid because it was a threat to the bottom line. They needed to keep the operation running. AI, on the other hand, doesn’t threaten the bottom line in that way, or at least it doesn’t yet. AI is a massive, potentially extinction-level threat to the very idea of higher education, but they seem more comfortable with a degraded education as long as the tuition checks are still cashing. Do you think I’m being too harsh?
I genuinely don’t think that’s too harsh. I think administrators may not fully appreciate the power of AI and exactly what’s happening in the classroom and how prevalent it is. I did speak with many professors who go to administrators or even just older teachers, TAs going to professors and saying, This is a problem.
I spoke to one TA at a writing course at Iowa who went to his professor, and the professor said, “Just grade it like it was any other paper.” I think they’re just turning a blind eye to it. And that is one of the ways AI is exposing the rot underneath education.
It’s this system that hasn’t been updated in forever. And in the case of the US higher ed system, it’s like, yeah, for a long time it’s been this transactional experience. You pay X amount of dollars, tens of thousands of dollars, and you get your degree. And what happens in between is not as important.
The universities, in many cases, also have partnerships with AI companies, right?
Right. And what you said about universities can also be said about AI companies. For the most part, these are companies or companies within nonprofits that are trying to capture customers. One of the more dystopian moments was when we were finishing this story, getting ready to completely close it, and I got a push alert that was like, “Google is letting parents know that they have created a chatbot for children under [thirteen years old].” And it was kind of a disturbing experience, but they are trying to capture these younger customers and build this loyalty.
There’s been reporting from the Wall Street Journal on OpenAI and how they have been sitting on an AI that would be really, really effective at essentially watermarking their output. And they’ve been sitting on it, they have not released it, and you have to wonder why. And you have to imagine they know that students are using it, and in terms of building loyalty, an AI detector might not be the best thing for their brand.
This is a good time to ask the obligatory question, Are we sure we’re not just old people yelling at clouds here? People have always panicked about new technologies. Hell, Socrates panicked about the written word. How do we know this isn’t just another moral panic?
I think there’s a lot of different ways we could respond to that. It’s not a generational moral panic. This is a tool that’s available, and it’s available to us just as it’s available to students. Society and our culture will decide what the morals are. And that is changing, and the way that the definition of cheating is changing. So who knows? It might be a moral panic toda,y and it won’t be in a year.
However, I think somebody like Sam Altman, the CEO of OpenAI, is one of the people who said, “This is a calculator for words.” And I just don’t really understand how that is compatible with other statements he’s made about AI potentially being lights out for humanity or statements made by people at an Anthropic about the power of AI to potentially be a catastrophic event for humans. And these are the people who are closest and thinking about it the most, of course.
I have spoken to some people who say there is a possibility, and I think there are people who use AI who would back this up, that we’ve maxed out the AI’s potential to supplement essays or writing. That it might not get much better than it is now. And I think that’s a very long shot, one that I would not want to bank on.
Is your biggest fear at this point that we are hurtling toward a post-literate society? I would argue, if we are post-literate, then we’re also post-thinking.
It’s a very scary thought that I try not to dwell in — the idea that my profession and what I’m doing is just feeding the machine, that my most important reader now is a robot, and that there’s going to be fewer and fewer readers is really scary, not just because of subscriptions, but because, as you said, that means fewer and fewer people thinking and engaging with these ideas.
I think ideas can certainly be expressed in other mediums and that’s exciting, but I don’t think anybody who’s paid attention to the way technology has shaped teen brains over the past decade and a half is thinking, Yeah, we need more of that. And the technology we’re talking about now is orders of magnitude more powerful than the algorithms on Instagram.
Education
America’s future depends on more first-generation students from underestimated communities earning an affordable bachelor’s degree
I recently stood before hundreds of young people in California’s Central Valley; more than 60 percent were on that day becoming the first in their family to earn a bachelor’s degree.
Their very presence at University of California, Merced’s spring commencement ceremony disrupted a major narrative in our nation about who college is for — and the value of a degree.
Many of these young people arrived already balancing jobs, caregiving responsibilities and family obligations. Many were Pell Grant-eligible and came from communities that are constantly underestimated and where a higher education experience is a rarity.
These students graduated college at a critical moment in American history: a time when the value of a bachelor’s degree is being called into question, when public trust in higher education is vulnerable and when supports for first-generation college students are eroding. Yet an affordable bachelor’s degree remains the No. 1 lever for financial, professional and social mobility in this country.
Related: Interested in innovations in higher education? Subscribe to our free biweekly higher education newsletter.
A recent Gallup poll showed that the number of Americans who have a great deal of confidence in higher education is dwindling, with a nearly equal amount responding that they have little to none. In 2015, when Gallup first asked this question, those expressing confidence outnumbered those without by nearly six to one.
There is no doubt that higher education must continue to evolve — to be more accessible, more relevant and more affordable — but the impact of a bachelor’s degree remains undeniable.
And the bigger truth is this: America’s long-term strength — its economic competitiveness, its innovation pipeline, its social fabric — depends on whether we invest in the education of the young people who reflect the future of this country.
There are many challenges for today’s workforce, from a shrinking talent pipeline to growing demands in STEM, healthcare and the public sector. These challenges can’t be solved unless we ensure that more first-generation students and those from underserved communities earn their degrees in affordable ways and leverage their strengths in ways they feel have purpose.
Those of us in education must create conditions in which students’ talent is met with opportunity and higher education institutions demonstrate that they believe in the potential of every student who comes to their campuses to learn.
UC Merced is a fantastic example of what this can look like. The youngest institution in the California University system, it was recently designated a top-tier “R1” research university. At the same time, it earned a spot on Carnegie’s list of “Opportunity Colleges and Universities,” a new classification that recognizes institutions based on the success of their students and alumni. It is one of only 21 institutions in the country to be nationally ranked for both elite research and student success and is proving that excellence and equity can — and must — go hand in hand.
In too many cases, students who make it to college campuses are asked to navigate an educational experience that wasn’t built with their lived experiences and dreams in mind. In fact, only 24 percent of first-generation college students earn a bachelor’s degree in six years, compared to nearly 59 percent of students who have a parent with a bachelor’s. This results in not just a missed opportunity for individual first-generation students — it’s a collective loss for our country.
Related: To better serve first-generation students, expand the definition
The graduates I spoke to in the Central Valley that day will become future engineers, climate scientists, public health leaders, artists and educators. Their bachelor’s degrees equip them with critical thinking skills, confidence and the emotional intelligence needed to lead in an increasingly complex world.
Their future success will be an equal reflection of their education and the qualities they already possess as first-generation college graduates: persistence, focus and unwavering drive. Because of this combination, they will be the greatest contributors to the future of work in our nation.
This is a reality I know well. As the Brooklyn-born daughter of Dominican immigrants, I never planned to go away from home to a four-year college. My father drove a taxi, and my mother worked in a factory. I was the first in my family to earn a bachelor’s degree. I attended college as part of an experimental program to get kids from neighborhoods like mine into “top” schools. When it was time for me to leave for college, my mother and I boarded a bus with five other students and their moms for a 26-hour ride to Vanderbilt University in Nashville, Tennessee.
Like so many first-generation college students, I carried with me the dreams and sacrifices of my family and community. I had one suitcase, a box of belongings and no idea what to expect at a place I’d never been to before. That trip — and the bachelor’s degree I earned — changed the course of my life.
First-generation college students from underserved communities reflect the future of America. Their success is proof that the American Dream is not only alive but thriving. And right now, the stakes are national, and they are high.
That is why we must collectively remove the obstacles to first-generation students’ individual success and our collective success as a nation. That’s the narrative that we need to keep writing — together.
Shirley M. Collado is president emerita at Ithaca College and the president and CEO of College Track, a college completion program dedicated to democratizing potential among first-generation college students from underserved communities.
Contact the opinion editor at opinion@hechingerreport.org.
This story about first-generation students was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s weekly newsletter.
Education
After disability benefits, is Labour really about to target the educational rights of special needs children? | John Harris
What will Keir Starmer and his colleagues learn from the disaster of their attempt to cut benefits? Most speculation so far has been focused on the prime minister’s prospects, and other ministerial careers. But there are soon going to be more big decisions to make, which will have massive consequences for people’s lives.
One policy area in particular is about to return the political conversation to the subject that defined last week’s fiasco: disability. Once again, Labour MPs from all wings of the party are feeling anxious and restless. Campaign groups and charities – not to mention the huge numbers of people who will be directly affected – fear the worst. With the wounds from the welfare bill fiasco still raw, there is a grim sense of a possible reprisal of the same story.
And this is why. The education secretary, Bridget Phillipson, wants to reform England’s system of provision for children and young people with special educational needs and disabilities, or Send. Long years of Conservative failure – not least, reforms introduced a decade ago that were lamentably underfunded, and an exodus of children from mainstream to specialist schools – have resulted in ballooning costs amid disappointing outcomes. The councils that administer everything are crying out for help. The Treasury, meanwhile, surveys the mess and demands action.
A new education white paper will be published in the autumn. Phillipson says the government needs to “think very differently”. She wants to reverse a trend that took root in the Tory years and prioritise the inclusion of Send kids in mainstream schools. There is talk of somehow “making sure that all teachers are teachers of special educational needs [sic]”. A new neurodivergence task and finish group that will “work alongside the department to drive inclusive education” has been created; £740m of capital funding is being spent on “adapting classrooms to be more accessible and for creating specialist facilities”.
On the face of it, these moves are very welcome. But self-evidently, it will take much more – and a lot of time – to meaningfully turn things around. One of the big teaching unions has already said that without a commensurate increase in day-to-day schools spending, the plans could put “extreme pressure” on teachers. And there is an even bigger tension at the heart of the government’s plans.
Since Labour won the election, rising noise has been coming from Whitehall and beyond about drastically restricting the legal rights to dedicated provision that underpin the education of hundreds of thousands of children and young people. Those rights are enforced by the official Send tribunal, and embodied in education, health and care plans (EHCPs), which set out children’s needs and the provision they entail in a legally binding document. Contrary to what you read in certain news outlets, they are not any kind of “golden ticket”: parents and carers used to unreturned phone calls and long waits still frequently have to fight their local councils for the help their plans set out. But – and as a special needs parent, I speak from experience – they usually allow stressed-out families to just about sleep at night.
For about 40 years, such rights have been a cornerstone of the Send system. But their future is now uncertain: councils, in particular, are frantically lobbying ministers to get parents and their pesky rights out of the way. Late last year, a government source quoted in the Financial Times held out the prospect of “thousands fewer pupils” having access to rights-based provision. Despite the fact that EHCPs are most sorely needed in mainstream schools, a senior adviser to the Department for Education recently said that a consideration of whether EHCPs should no longer apply to children in exactly those settings is “the conversation we’re in the middle of”. There are whispers about families who currently have EHCPs being allowed to keep them, while in the future, kids with similar needs would be waved away, something that threatens a stereotypical two-tier model, another element with worrying echoes of the benefits disaster.
As a result, parents and carers – and many teachers – are terrified. Whenever ministers are asked about what is going to happen next, they tend to come out with the response: “no decision has been made”. On Sunday, the BBC’s Laura Kuenssberg challenged Phillipson on whether she is about to “get rid” of EHCPs, which was met with vague words about improved support in schools, familiar claims that the current system is too “adversarial”, and no specific answer. This, needless to say, is not exactly allaying people’s fears.
Just under 483,000 children and young people in English schools now have an EHCP, up 11% on the previous year’s figure. Their numbers have risen partly because ad hoc, informal special needs provision in schools has become so unreliable that the only way of having any chance of securing what a child needs is to apply for one. Official data shows that the majority of applications for EHCPs are initiated by schools and colleges, often as a last-ditch move. In short, many children desperately need them. Without the support such plans are meant to guarantee, even more pupils would either exit mainstream into specialist provision that is often eye-wateringly expensive, or end up joining the increasing numbers of kids who are not in formal education at all.
For the foreseeable future, because even an optimist would have to agree that improvements promised by the government will take years to really kick in, all that will remain the case. So the safest and most humane option would be to leave children’s legal entitlements in place, and start to improve Send provision as Phillipson wants, on the basis that boosted ad hoc help will naturally bring down EHCP numbers and costs. Instead, her most vivid move could be an awful rights grab, which would surely heighten the impression that this Labour party has an ingrained problem with issues around disability.
A new campaign titled Save Our Children’s Rights was launched over the weekend with a letter in the Guardian signed by leading figures from charities and lobby groups, including Disability Rights UK, the National Autistic Society and Mencap – as well as such high-profile Send parents as the broadcasters Christine McGuinness and Carrie Grant, along with the TV naturalist and neurodiversity campaigner Chris Packham (full disclosure: I am helping out, and I was one of the signatories). For the second time in less than six months, are these really the kind of people ministers want to argue with on Good Morning Britain, 5 Live and BBC Breakfast?
As I watched the benefits fiasco unfolding, knowing that the special needs story would soon explode, it brought one big thought to mind. Labour needs to stop sowing fear and dread among people whose lives are already full of those things. Instead of picking on vulnerable parts of the population who already view the future with deep anxiety, they should maybe go after much more powerful interests, who might be compelled into helping the government with its financial woes. Instead, fear is swirling around parts of society that are already unable to cope. Labour governments are meant to make people feel less scared, not more. If there is going to be yet another “reset”, this is where it should be focused.
There is one point that may yet bring clarity to the government’s thinking. Governing politicians habitually pretend they will win future elections. But there is now every chance that Reform UK might end up in power, possibly in partnership with whatever remains of the Conservatives. Judging by his recent pronouncements, Nigel Farage has very questionable views about special needs and disabilities. There is strong evidence that the same is true of Kemi Badenoch. The current fashion on the political right for nonsense about savagely cutting back the state would have deep implications for Send families. If Labour takes away so many children’s basic educational rights, it may well end up leaving them at the mercy of politicians who will then vandalise their lives. “No decision has been made,” say ministers. It is time they took the only morally and politically right one, and fast.
Education
Traya’s holistic prescription, ET BrandEquity
Five years ago, Traya Health, a holistic hair loss solution, was born out of a deeply personal health struggle faced by co-founder Saloni Anand and her husband. What began as a quest for personal well-being has blossomed into a pioneering brand that challenges conventional wisdom in the hair care industry. Saloni shared Traya’s science-first approach in a session at the ETBrandEquity Brand World Summit 2025.
The genesis of a solution
Saloni Anand, co-founder of Traya, recounted the origins of the brand. Her co-founder, armed with a biomedical chemistry background, embarked on extensive research to address his uncontrollable hypothyroidism. During this challenging journey, a surprising side effect emerged: his hair began to grow back.
“About two years later, we realised that this is something awesome, and everything out there in the industry is not able to grow hair, but we could, so there’s some potential to explore this,” Anand shared. This discovery spurred intensive research into hair science, revealing critical insights that would become the bedrock of Traya’s unique approach.
Dispelling hair loss myths: Traya’s foundational learnings
Traya’s deep dive into hair science led to three fundamental revelations that shaped their model:
Diagnosis is key: “We learned hair loss is genetic mostly, but has multiple types. Not everyone has hair loss because medically multiple types of it require diagnosis.”
Follicle potential: Hair regrowth is possible if follicles are still present, meaning it’s achievable for most individuals not in very advanced stages of hair loss.
No magic bullet: “There is no magic molecule for one product that can grow everyone’s hair. It’s a wider thing that’s happening. It’s more like diabetes than anything.”
Analysing the existing hair industry, Anand observed, “More than 10,000 products on Amazon today sell with the label of hair fall and are topical. Selling you a shampoo, conditioner that has wrongful claims, promising 30-day results, sometimes even worse.” This landscape, rife with superficial solutions, solidified Traya’s mission: “We are here to grow hair, and we will do everything it takes to get that emphasis.”
The “three sciences” model: Traya’s holistic prescription
The first year was dedicated solely to building formulations. This led to Traya’s distinctive model: a hair solution built on diagnosis and a holistic approach. The brand name, “Traya,” is Sanskrit for “three sciences,” embodying their core philosophy: Ayurveda, Allopathy (Dermatology) and Nutrition.
The consumer journey begins with an online diagnosis. The solution provided is a customised kit incorporating elements from all three sciences, including a diet plan, recognising that hair loss often stems from internal imbalances.
Initial skepticism from investors was high. Saloni and her husband launched Traya with personal funds. Six months later, with tangible results from their first critical trials, they secured their initial investment.
Breaking the rules: A D2C brand of the future
Traya today stands as a largely scaled, profitable brand, having served over 10 lakh Indians. A distinctive aspect of its D2C model is that 100 per cent of its revenue comes directly from its platform. “If you download the Traya app, take a long diagnosis. They buy a gift. If the consumer cannot choose which product they are buying. We tell them what they should buy,” Anand stated, emphasising their doctor-led, personalised approach.
Eighty per cent of Traya’s revenue comes from repeat customers. “This happened because we did not have the baggage of how,” she noted.
Education, retention and AI: The pillars of growth
Anand highlighted three critical pillars for modern D2C success:
Believe in education: Traya faced the challenge of educating consumers on why previous topical solutions had failed and why a holistic, science-backed approach was necessary. “Our journey from zero to one crore per month is really smooth. We really had to build these fundamentals,” she revealed. This rapid scale was driven by a deep commitment to educating their audience. Traya’s culture prohibits discussing competitor brands, focusing solely on their consumers. “The moment you do that and you just focus on your consumer, you have the ability to do something,” she added.
Retention over acquisition: Traya defines itself internally as a “habit building organisation,” treating hair loss as a chronic disease. Their North Star metric is retention, supported by a data-tech engine and over 800 hair coaches who ensure adherence and usage. “Back in 2023, when we were having that growth chart, we reached a point where we saw retention numbers there, and we cautiously stopped all our marketing scale up,” Anand disclosed. This move underscored their commitment to long-term customer success over short-term acquisition. “How can you be a D2C brand in 2025? That’s not too little but is just too little today to differentiate. Can you add a service there? Can you add a community? How can you be more than just a product gone?”
Embrace AI: While acknowledging AI as a buzzword, Anand firmly believes it will be a pivotal theme in brand building. Traya, despite its 800-person team, has already seen impressive results from integrating AI. “Three months ago, I took a mandate at Traya that no more tech hiring, and we are about since then, we have done zero tech hiring, and we’ve increased the tech productivity four times,” she shared, emphasising the transformative power of AI in consumer evaluation, discovery and shopping.
Saloni Anand concluded by summarising her key takeaways for aspiring D2C brands: “Think more than product solutions. Think of efficiency. Think science, if your product works, everything else will fall in place. Think AI. Think of the review word and think of retention first.”
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