This study investigates the perspectives of University Human Resource Administrators in Tennessee regarding the integration of generative AI technologies in higher education. Focusing on administrators within the College & University Professional Association for HR TN Chapter, the research employed a mixed-methods approach, utilizing pre- and post-test surveys and open-ended questions to gauge awareness, understanding, and perceptions of generative AI. While quantitative data revealed a general awareness of AI, it also exposed knowledge gaps regarding specific applications and implications for HR practices. Qualitative findings illustrated a spectrum of perceptions, with some administrators enthusiastic about AI's potential to streamline tasks and enhance employee experiences. In contrast, others expressed concerns about privacy, ethics, and job security. Guided by the Technology Acceptance Model, the study emphasizes the importance of perceived usefulness and ease of use in driving AI. Findings underscore the need for targeted training and professional development initiatives to equip HR administrators with the knowledge and skills necessary to integrate generative AI effectively. Recommendations include developing AI literacy programs, establishing ethical guidelines for AI implementation, and incorporating AI-related competencies into HR practices. This study provides valuable insights for higher education institutions nationwide as they navigate the complexities of integrating generative AI into their human resource management strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]