This paper reports the key findings from two student surveys undertaken at our institution in the academic years 2020-21 and 2021-22. The research was based on the Bretag et al. (2018) student survey undertaken in various Australian universities. After discussions with both Bretag and Harper, we adapted the questions to our context – a Russell Group university in the UK – but included similar questions to enable a comparison, and to find out if there were common themes. The main aim of the surveys was to understand our students’ awareness of what is meant by the term ‘academic integrity’, defined as ‘being honest in your work, acknowledging the work of others and giving credit where you have used other people’s ideas/data’ https://secretariat.leeds.ac.uk/wp-content/uploads/sites/109/2022/12/academic_integrity.pdf. The responses provided an important insight into student attitudes to academic integrity, their understanding of academic malpractice, and their awareness of the penalties if found to have plagiarised, and if found guilty of contract cheating (Medway et al., 2018; Morris, 2018; Harper et al., 2019). The surveys also identified what students would find useful in developing their understanding of academic integrity, and this underlines the importance of consulting our students. Key findings include gaps in the information provided to students, the need for regular and timely reminders of the principles of academic integrity, and the need for guidance to be written using student-friendly language. The findings informed our recommendations in terms of teaching and learning at School/Faculty level and to policy at University level, to further support student success. In the context of the key issues raised by the Quality Assurance Agency for Higher Education (QAA) Academic Integrity Charter (2020), we discuss examples of best practice currently undertaken at the University of Leeds, on-going discussions regarding developments, and our recommendations for further embedding a culture of academic integrity. We argue that all students should have the same baseline experience and therefore promoting this ethos is the responsibility of all staff who teach and support students.

本文报告了我们机构在 2020-21 学年和 2021-22 学年进行的两项学生调查的主要结果。该研究基于 Bretag 等人。 （2018）在澳大利亚各大学进行的学生调查。在与布雷塔格和哈珀讨论后，我们根据我们的背景（英国的罗素集团大学）调整了这些问题，但也包含了类似的问题，以便进行比较，并找出是否存在共同主题。调查的主要目的是了解我们的学生对“学术诚信”一词含义的认识，其定义为“在工作中诚实，承认他人的工作并在使用他人的想法时给予认可/”数据'https://secretariat.leeds.ac.uk/wp-content/uploads/sites/109/2022/12/academic_integrity.pdf。这些回复提供了重要的洞察，了解学生对学术诚信的态度、他们对学术不端行为的理解，以及他们对被发现抄袭和合同欺诈的处罚的意识（Medway et al., 2018；Morris, 2018；哈珀等人，2019）。调查还确定了学生认为哪些内容有助于加深他们对学术诚信的理解，这强调了咨询学生的重要性。主要发现包括向学生提供的信息存在差距，需要定期及时提醒学术诚信原则，以及需要使用学生友好的语言编写指导。研究结果为我们在学校/教师层面的教学和大学层面的政策方面提出了建议，以进一步支持学生的成功。在高等教育质量保证机构 (QAA) 学术诚信宪章 (2020) 提出的关键问题的背景下，我们讨论了利兹大学目前采取的最佳实践示例、正在进行的有关发展的讨论以及我们的建议进一步融入学术诚信文化。我们认为所有学生都应该有相同的基线经验，因此促进这种精神是所有教学和支持学生的员工的责任。