Academic dishonesty by students, in a learning context, is known to occur, but remains a complex issue. What constitutes academic “cheating” may vary between institutions, cultures and attitudes. What is meant by dishonesty in academic contexts is also unclear. It may be related to factors such as advances in learning information technology, a greater movement towards coursework assessment, the relevance of programmes to future career aspirations, and more external factors such as culture, traditions and gender.\ud \ud Method: We surveyed students from six different programmes at a multi-faculty university in the UK ðn ¼ 1161 students), using a previously validated, self-completion questionnaire. Results were subject to descriptive and comparative analysis. Students studying pharmacy, humanities, business, biomedical science, physiotherapy and education were sampled.\ud \ud Results: The prevalence of admitted dishonest behaviours varied according to degree programme (ANOVA, p , 0:0001Þ and gender (t-test, p , 0:001Þ: There was also variation in what is perceived as dishonest behaviour, with students being ambivalent about some behaviours (e.g. “cut and paste” from internet sources).\ud \ud Conclusion: The extent of dishonest behaviour in this sample varied between the different faculties. There was also considerable variation between the types of dishonest behaviour exhibited by students. There is a clear need to further examine the causes and learning habits associated with cheating behaviour in higher education

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This paper considers the responses to a survey conducted across seven “new” and two “old” universities which was designed to elicit students' views of their experiences of learning on UK undergraduate law degrees. In total 1440 questionnaires were completed, a response rate overall of 63%. Although the main aim of the research was to obtain an understanding of the different perceptions of a range of learning environments from traditional lectures to the use of podcasts, wikis and blogs, the students also provided useful feedback on use of textbooks, issues relating to transition into university study and the role of assessment in learning. Students also answered questions addressing their intended careers and commitments which impacted on their time available to study. This report indicates how the modern law student approaches the study of law and, more importantly, how law teachers can support their learning

Article (Accepted Version) http://sro.sussex.ac.uk Turner, Juliet, Bone, Alison and Ashton, Jeanette (2018) Reasons why law students should have access to learning law through a skills-based approach. Law Teacher, 52. pp. 1-16.

This article reports the results of a study of the extent of management development programmes for managers of universities. The method used was a postal survey of all UK universities, which produced a response of over 60 per cent of universities. According to the responses received, about half of UK universities provide some organised management development for their managers with the other half doing nothing to develop their managers in any systematic way. On this basis, universities provide less management development for their managers than most other UK organisations. A few universities have achieved, and some are intending to seek, the Investors in People standard. Personnel managers within the universities are convinced of the need for management development for those who manage our universities. However, lack of resources and lack of commitment from vice-chancellors and other senior academics are the main barriers to the successful implementation of systematic management development.