The launch of ChatGPT in November 2022 was considered by many as fundamentally different from earlier developments. We investigate the institutional responses to the emerging artificial intelligences in Norwegian academia. Recent Norwegian research will be calibrated and compared with document studies. The research indicates that the higher education institutions’ initial perceptions of AI were as a regulatory issue that needed to be controlled. This, along with the sense of artificial intelligence being a “moving target”, led higher education institutions (HEIs) to an initial state of organizational paralysis. However, the institutions now have started responding. In this paper we provide examples of how HEIs now are developing both regulations and materials for teaching staff about AI. We do this by searching the web-pages from select institutions to find what kind of information and regulations they are providing for their teaching staff. In conclusion, our study shows the situation at a moment in time.