Rob Hillard, CEO of Deloitte's Asia-Pacific division, recently made a pointed observation that deserves more analytical attention than it has received: graduates are entering the workforce believing that using AI tools constitutes cheating. This is not a story about student ethics. It is a story about how higher education has systematically miscategorized what AI competence actually is, and the organizational consequences of that miscategorization are arriving now, not in some abstract future.
The Framing Error Has Structural Consequences
When universities treat AI-assisted work as academic dishonesty, they are making a specific implicit claim: that AI use is a substitute for competence rather than a component of it. This framing is not merely wrong in a philosophical sense. It produces graduates who carry what I would call a negative schema about AI-mediated work. They do not lack awareness that AI tools exist. They have been actively trained to associate those tools with illegitimacy. This is a more damaging starting condition than simple ignorance, because it requires unlearning before learning can begin.
The awareness-capability gap documented in algorithmic literacy research (Kellogg, Valentine, & Christin, 2020) typically describes workers who know algorithms exist but cannot translate that awareness into improved performance. The Deloitte case suggests a prior and more severe problem: workers who have been taught to treat the relevant tools as categorically off-limits. The gap is not between awareness and capability. The gap is between institutional prohibition and organizational expectation.
What Flexport Did Differently
The contrast with Flexport's in-house AI training program is instructive. Flexport built a 90-day course specifically to give employees across departments, not just engineers, the automation and vibe-coding skills relevant to supply chain management. The structural logic of that decision reflects something important: competence in AI-mediated work environments is not assumed to arrive with the worker. It is treated as something that must be developed inside the organization, through participation in the actual environment where the work occurs.
This is precisely the logic that the Algorithmic Literacy Coordination framework is designed to explain. Platform and AI-mediated coordination environments do not assume ex-ante competence in the way that classical coordination mechanisms do. Markets assume agents can process price signals. Hierarchies assume employees can follow instructions. AI-mediated work environments assume neither. What Flexport recognized, and what universities have largely failed to recognize, is that the relevant competencies are endogenous to the environment itself.
The Routine Versus Adaptive Expertise Problem
There is a second-order problem embedded in how organizations are responding to this gap. Walmart's decision to place a token limit on its internal vibe-coding tool, Code Puppy, reflects a cost-containment logic: employees were generating duplicative outputs, apparently without sufficient judgment about when AI generation adds value versus when it produces redundant work. This is a textbook illustration of what Hatano and Inagaki (1986) identified as the failure mode of routine expertise. Workers learned a procedure, applying the vibe-coding tool to problems, without developing the adaptive understanding needed to know when the procedure is appropriate.
The Deloitte pipeline problem and the Walmart token-limit problem are actually the same problem at different stages of the employment lifecycle. One produces workers who will not engage with AI tools. The other produces workers who engage with AI tools without structural judgment. Neither population has what the ALC framework would identify as a schema: an accurate structural understanding of how the tool mediates the relationship between inputs and outcomes.
Why This Is an Organizational Theory Problem, Not a Training Problem
The instinct in both corporate and academic contexts is to treat this as a training deficiency to be corrected with more training. Flexport's 90-day course is a reasonable operational response. But framing it as a training problem risks missing the deeper organizational dynamic. Hillard's observation points to a legitimacy structure that universities have built around AI use, one that actively works against the competence development organizations need. That is not a training gap. That is a conflict between two institutional logics operating on the same population of workers.
Sundar (2020) argued that the rise of machine agency creates new demands on human users to develop accurate mental models of how that agency operates. The graduates Hillard is describing have not failed to develop those models through neglect. They have been institutionally directed away from the opportunity to develop them at all. The organizational cost of that misdirection is now being absorbed by employers like Deloitte and Flexport, who are spending time and resources on schema induction that could have begun years earlier. The interesting research question is whether that delayed induction produces the same quality of structural understanding, or whether early prohibition creates a persistent deficit that procedural training cannot easily repair.
References
Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). Freeman.
Kellogg, K. C., Valentine, M. A., & Christin, A. (2020). Algorithms at work: The new contested terrain of control. Academy of Management Annals, 14(1), 366-410.
Sundar, S. S. (2020). Rise of machine agency: A framework for studying the psychology of human-AI interaction. Journal of Computer-Mediated Communication, 25(1), 74-88.
Roger Hunt