The University of Manchester

The University has adopted the following principles, building on existing frameworks for academic integrity and emerging guidance on AI. All staff and students using or developing AI are personally responsible for adhering to these. Transparency Always make clear when and how you have used AI in a process or in producing an output, citing relevant details.

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There is an expectation that work submitted by a student for assessment should contain their own original work and provide an honest representation of their understanding of the subject. Students should declare any use of generative AI in preparing work for assessment, and explain its role. Submitting work created by Generative AI as their own, or to misrepresent their understanding of the subject, is plagiarism and will be dealt with in accordance with the University’s Academic Malpractice Procedure.

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3.1.3.6. The use of content generated by AI and failing to acknowledge this

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Tools to detect AI-generated content are unreliable and biased and cannot be relied on to identify academic malpractice in summative assessment. Output from such tools cannot currently be used as evidence of malpractice.

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The University does not currently use software which claims to detect Generative AI;

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a) AI Prohibited: AI is not permitted or is unable to be used in this assessment. The assessment information should include additional information such as examples or detail of what is not permitted, if it is likely to provide clarity for students.

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b) AI Minimal: AI is permitted to be used in this assessment in limited ways that contribute to the presentation (for example surface level use to improve grammar, fluency, and formatting) without changing the ideas, arguments or conclusions developed by the student. The assessment information must set out what is acceptable AI use. Students who do not wish to personally use AI tools can undertake the assessment.

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Using an AI tool to correct grammar or spelling is acceptable, but where a student uses an AI tool for proofreading work submitted for assessment, they should ensure that use of the tool does not result in substantive changes to the content or meaning of their work or go beyond what is allowed for the assessment.

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3.1.3.6. The use of content generated by AI and failing to acknowledge this

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3.0.2 Within assessed work, students’ failure to document use of Generative AI could be a form of plagiarism contrary to the Academic Malpractice Procedure. Failure to adhere to the terms of an assessment brief is handled on an assessment-by-assessment basis and may be accounted for through the marking process.

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The University does not currently use software which claims to detect Generative AI;

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The University does not currently use software which claims to detect Generative AI;

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4.4.2. If there is a concern, based on indicators of malpractice, that a student may have commissioned a piece of work from a third party, but there is no direct evidence of this, or the information available does not satisfy the balance of probabilities, then in agreement with the School Officer a viva voce can be arranged to give the student the opportunity to demonstrate that they: 4.4.2.1. Produced the work; 4.4.2.2. Undertook the reading and research themselves; 4.4.2.3. Undertook the preparatory work themselves; 4.4.2.4. Understand what they have written. 4.4.3. If a viva voce is held, the following principles

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shall be met: 4.4.3.1. If a viva voce is to be conducted it should not normally take place more than 30 working days after the assessment feedback deadline. 4.4.3.2. The student should be given at least five working days’ notice of the requirement to attend the viva voce. An explanation of what a viva voce is, the purpose of it and the potential outcomes should be outlined in the invitation. It should be made clear that the viva voce is arranged due to the detection of potential academic malpractice and it is to allow the student an opportunity to demonstrate that the work is their own; i

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t will not contribute to any mark obtained for the piece of work. 4.4.3.3. Two members of academic staff (at least one of whom must be a subject specialist) must conduct the viva voce; this will normally be the School Officer and the examiner of the assessment. 4.4.3.4. The student may be accompanied by a person of their choice for support only (normally a fellow student, member of staff or Students’ Union representative). Any individual accompanying the student should under no circumstances participate in the viva voce.

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4.4.3.5. Reasonable adjustments must be made to ensure that candidates with additional support needs are not disadvantaged for reasons relating to a long-term medical condition, sensory impairment, specific learning difficulty and /or disability. 4.4.3.6. The viva voce will not normally exceed 45 minutes. 4.4.3.7. Depending on situational circumstances, the viva voce can be conducted via video link. 4.4.3.8. Intensive questions are expected. The questions asked should provide the student with the opportunity to demonstrate that the work is their own. 4.4.3.9. An accurate record

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of the viva voce should be taken; this record may be used to form the evidence base for any future disciplinary hearing. It may be necessary for an administrative member of staff to be present at the viva voce to make the record. The student is entitled to have a copy of the record. 4.4.4. The viva voce can have one of two outcomes: 4.4.4.1. The staff conducting the viva voce will confirm that they accept that the student wrote the work in question; no further action will be taken. The work should then be marked on its own merit, if it has not already been marked. 4.4.4.2. If the st

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aff conducting the viva voce still remain doubtful of the authorship of the work in question, or the student admits that it is not their work, then the case should be referred for disciplinary action. The viva voce, in itself, will not result in a penalty being applied; a penalty can only be applied by a disciplinary panel.

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5.1. When academic malpractice has been identified following section 4 above, the AUO responsible for assessing the allegation should gather any supplementary information that may be relevant for a disciplinary hearing. In particular, they should enquire as to whether a student has any previous offences for academic malpractice as this will indicate the appropriate panel to refer a case to. This information is usually retained in the student’s School record. This will assist the AUO in determining whether a case can be heard by a Summary Disciplinary Panel (“SDP”) or if the case should be referred to the University Disciplinary Panel (“UDP”).

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5.4. The original person who reported the alleged malpractice should not be a member of the disciplinary panel. Additionally, where a student has already been interviewed or attended a viva as part of the information gathering exercise, any future disciplinary panel should not include, as a member of the panel, the same examiner or School Officer.

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The University position is that, when used appropriately, AI tools have the potential to enhance teaching and learning and can support inclusivity and accessibility. Output from AI systems must be treated in the same manner by staff and students as work created by another person or persons, used critically and with permitted license, and cited and acknowledged appropriately.

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The University has adopted the following principles, building on existing frameworks for academic integrity and emerging guidance on AI. All staff and students using or developing AI are personally responsible for adhering to these. Transparency Always make clear when and how you have used AI in a process or in producing an output, citing relevant details.

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The University has produced a dedicated AI in Teaching and Learning Policy which sets out a shared framework for the use of AI in assessment at the University, defining clear and transparent expectations for students and staff when using AI across undergraduate and postgraduate teaching, learning, assessment, and research or dissertation activities.

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a) AI Prohibited: AI is not permitted or is unable to be used in this assessment. The assessment information should include additional information such as examples or detail of what is not permitted, if it is likely to provide clarity for students.

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b) AI Minimal: AI is permitted to be used in this assessment in limited ways that contribute to the presentation (for example surface level use to improve grammar, fluency, and formatting) without changing the ideas, arguments or conclusions developed by the student. The assessment information must set out what is acceptable AI use. Students who do not wish to personally use AI tools can undertake the assessment.

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c) AI Permitted: AI may be used to complete the assessment. The assessment information must set out what is acceptable AI use. The assessment brief should explain how students who do not wish to personally use AI tools can undertake the assessment.

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d) AI-Integrated: AI use is necessary to meet the course unit intended learning outcomes. This does not imply that all AI use is permitted. The assessment information must set out what is acceptable AI use and should explain why AI use is required to meet the intended learning outcomes.

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2.1.2 Students may choose not to use AI for assessment, unless the assessment has been designated as Category D.

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2.1.3 Information relating to the category of AI use for the assessment must be clearly communicated to students and included in the assessment brief and unit specification.

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You must cite or acknowledge the outputs of generative AI tools when you use them in your work.

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Basic grammar and spell-checking Using AI-powered tools like Grammarly or MS Word’s Editor for grammar and spelling corrections does not need acknowledgement.

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Disclaimer: A citation may not be needed for these examples but you should check with your School guidance in case you are required to acknowledge how you have used them.

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When using AI tools, you should ensure that you reference them appropriately. If you use an AI tool (such as a chatbot, image generator or other AI system) and use the text or image directly in your work, you will need to cite it.

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Acknowledging your use of an AI tool You may be asked or feel it is appropriate to acknowledge your use of an AI tool or system. This acknowledgement can sit at the start of your work (or sometimes be found in a footnote) and would usually give an overview of the tools used and the outputs.

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Referencing an AI tool as personal communication All the relevant prompts and outputs generated from the interaction in the form of an appendix. Date when the outputs were generated. A statement on any modifications that were applied to the output which were included in a piece of work.

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This guidance supports staff in using Generative AI (GenAI) responsibly and effectively in teaching and learning. It aligns with the University of Manchester policies and promotes academic integrity, digital fluency, and inclusive education.

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Privacy Never input personal, confidential, or sensitive data into AI tools. Copyright Do not upload or share copyrighted materials with AI platforms.

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a) AI Prohibited: AI is not permitted or is unable to be used in this assessment. The assessment information should include additional information such as examples or detail of what is not permitted, if it is likely to provide clarity for students.

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b) AI Minimal: AI is permitted to be used in this assessment in limited ways that contribute to the presentation (for example surface level use to improve grammar, fluency, and formatting) without changing the ideas, arguments or conclusions developed by the student. The assessment information must set out what is acceptable AI use. Students who do not wish to personally use AI tools can undertake the assessment.

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c) AI Permitted: AI may be used to complete the assessment. The assessment information must set out what is acceptable AI use. The assessment brief should explain how students who do not wish to personally use AI tools can undertake the assessment.

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d) AI-Integrated: AI use is necessary to meet the course unit intended learning outcomes. This does not imply that all AI use is permitted. The assessment information must set out what is acceptable AI use and should explain why AI use is required to meet the intended learning outcomes.

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2.1.2 Students may choose not to use AI for assessment, unless the assessment has been designated as Category D.

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b) AI Minimal: AI is permitted to be used in this assessment in limited ways that contribute to the presentation (for example surface level use to improve grammar, fluency, and formatting) without changing the ideas, arguments or conclusions developed by the student. The assessment information must set out what is acceptable AI use. Students who do not wish to personally use AI tools can undertake the assessment.

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c) AI Permitted: AI may be used to complete the assessment. The assessment information must set out what is acceptable AI use. The assessment brief should explain how students who do not wish to personally use AI tools can undertake the assessment.

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2.1.3 Information relating to the category of AI use for the assessment must be clearly communicated to students and included in the assessment brief and unit specification.

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2.1.5 Students must seek prior agreement from all group members before recording or transcribing group conversations. Recordings made during taught sessions must comply with the Policy on Recording Lectures, particularly 2.2.2 in the Policy on Recording Lectures).

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Copilot Chat is an AI-powered assistant available to everyone with a University account and accessible via a web browser or within Microsoft Teams. Guidance For Using Copilot Chat The University of Manchester has contractual agreement with Microsoft that means that the Copilot Chat Generative AI system can be used safely be as part of your day-to-day work in a way that is not true for other AI chat systems.

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Sometimes Copilot Chat may search the web using Microsoft’s search engine Bing in order to find information that is relevant to your prompt. When this occurs, fragments of your prompt may be sent to Bing. There is no way to prevent this from happening, however your identity is not shared, and the query is sent over a secure connection.

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you should use University-approved tools wherever possible to avoid inappropriate disclosure; if you use other tools you are responsible for ensuring there is no inappropriate disclosure.

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2.3.1 Staff members who use AI in Teaching and Learning activities must adhere to the University's AI Guidelines. Only the University-provided Microsoft 365 Copilot service may be used for student-identifiable or confidential data.

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c) The University’s Intellectual Property Policy. Students must not upload any University of Manchester owned materials, including lecture – recordings, slides, question papers, handouts or any other copyrighted resources to external AI tools.

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c) The University’s Intellectual Property Policy. Students must not upload any University of Manchester owned materials, including lecture – recordings, slides, question papers, handouts or any other copyrighted resources to external AI tools.

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2.2.2 Where a recording of a taught session is available, students are permitted to use their University of Manchester Microsoft 365 Copilot access to upload this for the purposes of supporting their learning. Uploading University of Manchester – owned materials to the University of Manchester Microsoft 365 Copilot will not contravene the Intellectual Property Policy providing students use their University-provided access. Further information about lecture recordings is available in the Policy on Recording Lectures.

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2.3.1 Staff members who use AI in Teaching and Learning activities must adhere to the University's AI Guidelines. Only the University-provided Microsoft 365 Copilot service may be used for student-identifiable or confidential data.

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The University recognises the potential of AI to power research and innovation and encourages applications that adhere to the principles for appropriate use. It will seek to support appropriate use by providing equitable access to AI technology and training. Synthesising data Any use of AI to generate data should be completely transparent. Legitimate uses may include synthesising datasets for use in research on scarce or sensitive data, imputing missing data in real datasets or conducting research on generative AI. In such cases the distinction between real and synthesised data should be made clear, and the methods used should be detailed. Using AI to fabricate or manipulate data such as exp

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erimental measurements, interview texts or research images, without clear declaration, constitutes research misconduct.

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The corresponding author of an academic publication carries ultimate responsibility for its accuracy, balance and transparency. It may be legitimate to use AI in preparing a manuscript for publication, for example, to review the literature or improve writing style, but the corresponding author remains responsible for all content, whether AI-generated material is used verbatim or paraphrased. Specifically, the author should ensure: publishers’ guidelines on the use of AI-generated content are adhered to; any significant use of AI in preparing the manuscript is declared and properly referenced;

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When reviewing papers for publication or applications for funding, AI should be used with extreme caution, and any use must be declared to the publisher or funder. Inappropriate use of AI can be considered research misconduct. Reviewers should avoid: breaching a duty of confidentiality by uploading parts of a document under review to an AI service, or writing prompts that contain confidential information; relying on AI tools when making reviewing decisions, rather than using their own judgment; using AI when it is specifically prohibited by the publisher or funder seeking the review.

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The University has announced a strategic collaboration with Microsoft, making Manchester the world’s first university to deploy equitable Microsoft 365 Copilot access and training across its entire community. This means 65,000 colleagues and students will benefit from the full Microsoft 365 Copilot suite. The deployment will support learning, research and professional work, positioning Manchester at the forefront of responsible, large-scale adoption of artificial intelligence tools in higher education.

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The roll out of licenses will be phased and implementation planning is now underway. Visit the Microsoft 365 Copilot SharePoint space for guidance, FAQs, training and updates as the roll out continues.

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Copilot Chat is an AI-powered assistant available to everyone with a University account and accessible via a web browser or within Microsoft Teams.

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Copilot Chat is an AI-powered assistant available to everyone with a University account and accessible via a web browser or within Microsoft Teams.

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The University has announced a strategic collaboration with Microsoft, making Manchester the world’s first university to deploy equitable Microsoft 365 Copilot access and training across its entire community.

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The roll out of licenses will be phased and implementation planning is now underway. Visit the Microsoft 365 Copilot SharePoint space for guidance, FAQs, training and updates as the roll out continues.

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2.3.1 Staff members who use AI in Teaching and Learning activities must adhere to the University's AI Guidelines. Only the University-provided Microsoft 365 Copilot service may be used for student-identifiable or confidential data.

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NebulaONE is an AI toolbox built within UoM’s cloud environment. It uses market-leading models to help you create custom AI agents, no coding required. Whether you're in research, teaching, or professional services, NebulaONE enables safe experimentation while ensuring full compliance with the University’s AI Guidelines.

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We have recently started onboarding early adopters to test the NebulaONE AI system. If you’re interested in gaining early access, please sign up using the Nebula One Request Form.

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Where the use of AI is encouraged or required, the University must ensure students have equitable access to tools at no additional cost to themselves. Where the use of AI requires students to provide personal data to a third party, an alternative mechanism must be available that does not disadvantage any student who declines to provide such data. Students must be made aware of how third-party systems use their data, including their authored prompts and other uploaded content.

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