From collaboration to contract cheating: exploring staff and student perceptions of the grey areas of academic outsourcing

Academic misconduct, including plagiarism, collusion and contract cheating, is a growing concern in Higher Education, particularly with the rise of online assessments. This study examines staff and student perceptions of outsourcing behaviours at a research-intensive UK university, exploring their prevalence, acceptability and influencing factors. Through quantitative and qualitative data collected via surveys and focus groups, findings revealed a consensus that outsourcing behaviours such as having another individual edit your assessment or complete the assessment for you are unacceptable, particularly when financial transactions are involved. Note-sharing and proofreading were perceived as acceptable and common by both staff and students, but when financial transactions were involved this split opinion. Students tended to perceive outsourcing behaviours as more common and acceptable than staff. Emotional stress, poor institutional support, student motivations and unclear academic integrity guidelines were identified as key drivers of misconduct. Strategies to combat misconduct include clearer institutional policies and training, attention to vulnerable student groups and assessment design reforms that enhance engagement and integrity. This study highlights the need for a collaborative approach between staff and students emphasising shared responsibility for academic integrity, the importance of engagement and structured support to mitigate cheating behaviours.