As generative Artificial Intelligence (AI) is seen as a catalyst for a new learning and examination culture in higher education, it urges universities to reinvent themselves and to adapt to these changes effectively. By analysing the content of 67 university guidelines on generative AI, this study investigates how universities in Germany position themselves towards the rise of generative AI. Findings reveal that a majority of university guidelines explicitly permit both university lecturers and students to engage with generative AI, emphasising the importance of building AI literacy among both groups and preparing students for changing demands in the world of work. Importantly, 56.7% of university guidelines posit that the opportunities of generative AI for higher education outweigh the risks, underscoring the potential transformative impact on teaching and research. In addition, the results of a workshop with 25 faculty members were scrutinised to deepen and specify the findings of the content analysis.