Introduction
This Guidance has been produced to support Postgraduate Research Students (PGRs) with understanding the implications of Generative AI for their theses and to help in mitigating its effects. It is based upon guidance already issued by the University’s Academic Skills Centre on using GAI tools ethically for work. The Guidance aligns with: the University’s AI Research Framework (Sharepoint); the University’s Framework for the Introduction and Use of Generative Artificial Intelligence within Teaching, Learning and Assessment; the University’s Code of Practice on Academic Integrity; and Russell Group Principles on the Use of Generative AI Tools in Education.
This Guidance will be reviewed and continually updated as Generative AI technologies develop.
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What is Generative Artificial Intelligence?
Whereas traditional AI tools, which are based upon pre-defined rules and algorithms, can be used to identify patterns within a training data set and make predictions, Generative AI uses machine learning algorithms to create new content or generate new ideas based on patterns and characteristics it has learned from existing data. Gen AI tools can therefore be used to create new content, including text, computer code, images, and audio, and are designed to produce original content that seeks to replicate the style of the data that they were trained upon based upon human commands and inputs.
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The University's position on using Generative AI
The University recognises that the rise of Generative AI is likely to have a profound impact on the ways students learn, research, study, and are assessed. It is a University priority that students have the knowledge and skills to face an increasingly AI-enabled world and ensure that Generative AI tools can be used for the benefit of students and staff alike. The University has set out a framework for using Generative AI that includes a commitment to supporting students and PGRs to become ‘AI-literate’ and knowing how to use the tools effectively, ethically, critically, and transparently.
The appropriate uses of Generative AI tools are likely to differ between academic disciplines, and so support will primarily be provided at School level, where students will be given an opportunity to explore and engage with these tools.
Generative AI is a rapidly developing technology and there is still much to learn about using the tools effectively and ethically. Because of this, the University is committed to protecting academic integrity, ensuring that work submitted for assessment continues to be a student’s or PGR’s own. The University’s Code of Practice on Academic Integrity sets out what plagiarism is and gives examples of academic misconduct. This includes the misuse of Generative AI tools:
"1.5. Plagiarism can occur in all types of assessment when a Student claims as their own, intentionally or by omission, work which was not done by that Student. This may occur in a number of ways e.g. copying and pasting material, adapting material and self-plagiarism. Submitting work and assessments created by someone or something else, as if it was your own, is plagiarism and is a form of academic misconduct. This includes Artificial Intelligence (AI)-generated content and content written by a third party (e.g. a company, other person, or a friend or family member) and fabricating data."
The Code of Practice stipulates that students cannot use the output of Generative AI (i.e., the content it creates) in any assessment, unless explicitly authorised. This means students would be breaching the Code of Practice if they submit work generated by these tools as their own, or incorporate it into their own work, without explicit permission and reference.
The Code of Practice on Academic Integrity provides clarity on the potential role of Generative AI as a proof-reading tool. Where such use is made of Generative AI tools, PGRs must include a clear statement of its use within a dedicated acknowledgments section:
When used to provide ‘proof-reading support, Generative AI “must not be used to:
- Alter text to clarify and/or develop the ideas, arguments, and explanations.
- Correct the accuracy of the information.
- Develop or change the ideas and arguments presented.
- Translate text into, or from, the language being studied.
- Or for the purpose of reducing the length of the submission so as to comply with a word limit requirement.”
It “may only be used to offer advice and guidance on:
- Correcting spelling and punctuation.
- Ensuring text follows the conventions of grammar and syntax in written English.
- Shortening long sentences or reducing long paragraphs without changes to the overall content.
- Ensuring the consistency, formatting and ordering of page numbers, headers and footers, and footnotes and endnotes.
- Improving the positioning of tables and figures and the clarity, grammar, spelling and punctuation of any text in table or figure legends."
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General principles for PGR students
The University’s Framework on Generative AI within Teaching, Learning and Assessment stipulates that students cannot use the output of Generative AI (i.e., the content it creates) in any assessment, unless explicitly authorised.
While Generative AI can be a valuable tool for understanding concepts and exploring ideas, it must not replace a PGR’s own critical thinking and analysis. It should be used as a supplement to enhance understanding, rather than as a substitute for students’ own work.
PGRs must not use Generative AI tools to alter text in the following ways: to rewrite or improve their arguments, explanations or ideas; translate work into or from a language they are being assessed on; shorten work to meet a word count; correct factual inaccuracies or enhance the content of their writing; or rewrite computer code.
The use of Generative AI must align with the University’s expectations for responsible research and the University’s expectations for academic integrity.
Generative AI tools must not be used by PGRs to write their theses and/or to clarify and develop their arguments.
PGRs must not use Generative AI tools to translate large amounts of text into English.
Any thesis submitted will be assumed to be the work of the PGR unless the use of Generative AI is acknowledged and referenced.
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Ways PGRs could use Generative AI tools for their own work
The University's framework does allow students to use Generative AI tools as study aids for their personal learning and in their research. PGRs are permitted to use these tools in this context, as long as they do not submit the actual AI-generated output as their own work for assessment.
Generative AI can act as a ‘third-party’ editorial assistant for PGR students, which means PGRs can use the tools to correct spelling, punctuation and basic grammar errors; shorten long sentences or paragraphs, provided the meaning remains unchanged; ensure their writing adheres to standard English conventions; and to check consistency in formatting. For PGR theses, this use must be declared using the ‘third party editor declaration’ form.
When using a Generative AI tool to correct grammar and syntax, PGRs must not copy and paste large amounts of their own writing into the tool. PGRs should apply the tool’s suggestions to their writing by paraphrasing or rewriting their sentences, rather than copying and pasting the tool’s output. See more information on privacy and copyright issues and what PGRs should be aware of when adding their own text to these tools
PGRs should refer to the guidance on using Grammarly responsibly within your academic work for further examples of acceptable and unacceptable proof-reading.
There are potentially serious copyright implications when using Generative AI to summarise and understand research, and PGRs should only upload other people’s work if the item is no longer in copyright or if they have permission to do so. It is recommended that PGRs point to the article title, DOI, or link for the Generative AI tool to then find the content itself and summarise it from there rather than supplying a full copy of uploaded text or copying and pasting text directly into the Generative AI platforms.
Further examples of how PGRs could use Generative AI tools can be found in the Academic Skills Centre guidance.
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Preliminary discussions between PGRs and supervisors
PGRs should be careful about the information provided to Generative AI tools as many tools use the inputs from previous users to train future models. In the case of a doctoral thesis, this could mean putting work into the public domain prior to publication. It is strongly recommended that PGRs use Microsoft Co-Pilot whilst logged into their UoB account as Co-Pilot will not store or use inputs in this way. This will not mitigate all privacy and confidentiality issues; therefore, PGRs should discuss any potential issues with their Supervisor before uploading any part of their thesis into a Generative AI tool.
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Recording interactions with Generative AI
As part of the viva, PGRs may be asked to explain how Generative AI tools have been used to support the research process. PGRs should keep appropriate records of their interactions with Generative AI tools, such as the results it produced and how they were used, as accurate records will help to protect PGRs against any possible challenges as to whether the work is their own.
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Referencing the use of Generative AI
Where use is made of Generative AI tools, PGRs must include a clear statement of its use within a dedicated acknowledgments section.
All PGRs must include one of the following statements in each submission, whether that is an upgrade or the final thesis/dissertation submission:
Either
I acknowledge the use of <insert name of GenAI tool(s) and link> to*:
- generate materials for background research and independent study*
- generate materials that I have adapted to include within my final assessment*
- refine writing / improve grammar within my final assessment*
- other explicitly authorised use of GenAI, which was approved by the PGR supervisor [PGR inserts other use]
I confirm that no content from generative AI has been presented as my own work.
* delete any statements that do not apply
Or
I have not used any generative AI tools in preparing this assessment.
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Related policies and guidance
This policy should be read in conjunction with the following related Codes of Practice and guidance:
The University introduced ‘cohort legislation’ in 2017/18. This means that the Legislation that applies to a student throughout their Programme of study depends upon their entry cohort, i.e. the year in which they started their studies. This should be selected accordingly.
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