This study aimed to understand university staff’s perspectives and approaches regarding students’ use of generative artificial intelligence (GenAI) in an academic setting. Currently, there is a lack of social media analyses exploring this area. For the present study, a qualitative content analysis was conducted on posts about ChatGPT shared via X (formerly Twitter). This enabled a sample of n = 194 perspectives to be captured. Three main themes were generated: (1) perceptions of GenAI’s impact on higher education and skepticism towards its management; (2) GenAI in assessment: prevention and detection approaches; and (3) future-focused approaches to GenAI-enhanced learning and assessment. Some university staff see GenAI as a threat to their profession and have stressed the need for university guidance. Staff discussed both the positive and negative impacts of GenAI on student learning. Some staff want to prevent the use of GenAI in assessments, whilst others embrace the tool. These findings can inform university guidance on the use of GenAI in the future.