A significant amount of research has been undertaken in response to high levels of student plagiarism in higher education institutions (HEI). New models have emerged over the last decade for strategies and systems for detection, penalties and mitigation, based on deeper understanding of the underlying reasons behind student plagiarism. Most research has been initiated by academics from English speaking countries, particularly from the UK, North America and Australia. When the proposal for the Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE ) project was developed during 2009 very little research had been conducted about the policies for academic integrity adopted by HEIs in the majority of countries in Europe. IPPHEAE, funded by the European Commission (2010–2013), included a comparative study of policies and procedures in place in HEIs across 27 European Union (EU) member states for handling aspects of academic integrity, focusing specifically on bachelor and master’s levels. The survey instruments were on online questionnaires, student focus groups, structured interviews and analysis of documentary evidence, designed with a view to capture a range of quantitative and qualitative responses from different perspectives. Almost 5,000 responses were captured for the survey, mainly from online questionnaires, made available in 14 languages. Different questions were asked of students, teaching staff and senior managers, to determine how well institutional procedures were understood, to what extent they were operating as intended and whether there was consistency of outcomes within and between institutions. Interviews with researchers and people associated with national bodies and agencies responsible for higher education (HE) quality or academic integrity explored broader perspectives on issues such as national policies and how responses to plagiarism aligned with policies for quality and standards. This paper presents results from the survey that focus specifically on institutional policies, highlighting examples of good practice and also areas of concern. The findings suggest that different approaches should be adopted according to the maturity of existing policies and systems in all the countries surveyed, to promote more effective assurance of quality, standards and academic integrity.

Exploring policies and systems for assuring academic integrity and deterring plagiarism in different higher education institutions was the subject of a three-year project funded by the European Union (EU). The research for Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE), completed in November 2013, was conducted by teams at five higher education institutions from UK, Poland, Lithuania, Cyprus and Czech Republic. The research included an EU-wide survey of higher education institutions across 27 EU member states. Separate reports were prepared for the countries surveyed, each containing details of findings and recommendations for what could and should be done to improve academic quality and integrity at national, institutional and individual levels. An EU-wide comparative study provided an assessment of the maturity of policies and processes for academic integrity in each country, based on the data collected and the research conducted for each national report.This paper presents selected comparisons of results from the research, especially looking at evidence for maturity of policies, consistency of approach, examples of good practice and highlighting where serious effort is needed to strengthen current policies and practices.

A clear understanding of terminology is crucial in any academic field. When it is clear that complex interdisciplinary concepts are interpreted differently depending on the academic field, geographical setting or cultural values, it is time to take action. Given this, the Glossary for Academic Integrity, newly developed by the European Network for Academic Integrity project, served as the basis for compiling a comprehensive taxonomy of terms related to academic integrity. Following a rigorous coding exercise, the taxonomy was partitioned into three constituent components-Integrity, Misconduct and Neutral terms. A review of relevant literature sources is included, and the strengths and weaknesses of existing taxonomies are discussed in relation to this new offering. During the creation of these artefacts the authors identified and resolved many differences between their individual interpretative understandings of concepts/terms and the viewpoints of others. It is anticipated that the freely-available glossary and taxonomy will be explored and valued by researchers, teachers, students and the general public alike.

In light of the high number of Nigerian students who gain admission to overseas universities for postgraduate studies, there is an increasing need to understand their background and previous study experiences. There are few studies of the experiences or views of Nigerian postgraduate students about the concept of plagiarism. The occurrence of plagiarism in the writings of some Nigerian students who travel overseas for graduate studies, like that of other students studying in a new academic context, has become a concern in recent times. This paper aims to contribute to the current research on student plagiarism around the world by exploring the concept of plagiarism of Nigerian postgraduate students studying in a United Kingdom university. It presents results from a phenomenographic study which utilised semi-structured interviews to acquire data. In analysing the data, the views expressed by participants, the manner in which these were expressed and the context in which the views were expressed were paramount. Preconceived ideas were put aside while analysing the data, letting the data speak for itself rather than viewing the data from existing theoretical structures or presuppositions. The emerging themes were noted and comparative views of experiences were arrived at from pooling and comparing quotations across several participants. An outcome space was identified and the emerging overarching theme relating to their experiences was found to be the fear of not understanding the underlying concept of plagiarism. The students expressed deep concern about the simultaneous awareness of the need to acquire the requisite academic writing skills and utilising them, while being faced with coursework and looming submission deadlines. The results and their implications are discussed with regards to the students’ adaptation and a way forward is proffered.

Artificial Intelligence (AI) tools are constantly being released into the public domain. As with all new technological innovations, this brings a range of opportunities and challenges for education: primarily for educators and learners. There is an increasing interest in the academic community and beyond to use Artificial Intelligence in Education (AIED) to generate content. This presents opportunities and challenges for academic and research integrity.The European Network for Academic Integrity (ENAI) is an international association gathering educational institutions and individuals interested in maintaining and promoting academic integrity. As the use of AI tools may not always be consistent with academic integrity, we consider it important to familiarise all education stakeholders with how to use AI tools responsibly and in accordance with academic integrity practices and values.ENAI presents a set of recommendations with the aim of supporting academics, researchers and other educational stakeholders, including students' organisations, on the ethical use of AI tools. The recommendations focus on the importance of equipping stakeholders with the skills and knowledge to use AI tools ethically and the need to develop and implement relevant educational policies addressing the opportunities and challenges posed by AIED. ProcessTo create these recommendations, we used our experience and knowledge, both about AI, and academic integrity. The authors collectively drafted the main structure and main ideas of the recommendation. The draft was circulated to the ENAI working group members, most of whom provided valuable comments and suggestions. Then the authors incorporated the comments and prepared the final wording of the document.The field of artificial intelligence is advancing fast, and the ways that it disrupts education are changing from one week to the next. We consider these recommendations as a working document, and we invite everyone to provide feedback. There will be a special session at the European Conference on Ethics and Integrity in Academia 2023 in Derby, UK, dedicated to this document.