Ways in which students cheat are either ingenious or surprisingly obvious. Why do students cheat, and risk having to retake a module, having their degree classification lowered, or even being kicked out of university? There are many reasons – including financial pressure, poor organisational skills and panic – sometimes among young people who should never have gone to university in the first place or, at the very least, who should have had more support structures in place when they started.

Contributors offer their thoughts on the universities watchdog calling for a crackdown on essay plagiarism sites. They offer various solutions to this increasingly common issue, including making the offer of such services illegal, reducing the number of assessment tasks students are required to complete, putting the focus on classroom exams rather than essays, and enabling teachers to have a more accurate knowledge of student’s capabilities so that they are able to spot work that is not of that student’s usual standard.

A professor in political economy at the world’s oldest university has more or less invited his students to copy. It is his way of speaking out against the impunity of certain of his colleagues accused of plagiarism. He announced “I will not be checking to see if you have copied your work as I cannot, in good conscience, ask you to respect rules that the University of Bologna allows it’s professors to violate.”

Plagiarism has been taboo for some and an open secret for others in Algeria, but is today a scandal that no one can deny – even though Ministry of Higher Education and Scientific Research officials are trying to minimise the problem. Some flagrant examples of plagiarism have emerged into the public sphere, and they appear to be the tip of the iceberg. The ministry of higher education and scientific research, has adopted series of measures to curb this phenomenon, including instructing all universities to set up databases on their websites in which all works and theses produced by students, lecturers and researchers are reported.

Students have “no understanding” of what plagiarism is and why they must avoid it, according to new research. An education research fellow at the University of Otago, finds that universities might need to consider their plagiarism policies and how they might “influence or confuse students in counterproductive ways”. The qualitative study, published in the journal Higher Education, found that although “aware of plagiarism as a concept” and believing that those who “intentionally cheat are cheating everybody”, students were ignorant of the potential implications of unintentional plagiarism.

Cheating by students who use essay mills is “virtually undetectable”, according to a study that found that many ghost-written papers would receive good marks if they were submitted. An associate lecturer in history at the University of New South Wales, conducted an experiment in which she ordered essays from 13 ghostwriting websites and then had them graded by leading academics who believed that they were looking at genuine student submissions. The results were “alarming”, with the quality of purchased essays being “higher than expected”; The use of essay mills might therefore be “much, much higher” than previously thought.

A Wall Street Journal analysis of data from more than a dozen large US public universities found that in the 2014-15 school year, the schools recorded 5.1 reports of alleged cheating for every 100 international students. They recorded one such report per 100 domestic students. Faculty and domestic students interviewed said it appears that substantial numbers of international students either don’t comprehend or don’t accept US standards of academic integrity.

Political interference in Africa’s universities is not new. Universities’ governance was seen as ‘captured’ for narrow political rather than academic ends during the 1980s and 1990s. The continent’s universities started changing from the middle of the 1990s. Strong governance structures were prioritised. Governments promised to help steady institutions so they could focus on their academic missions. But studies funded by the Carnegie Corporation of New York and conducted by CODESRIA, suggest that not much has changed. The same tensions and crises associated with the old political order – student disturbances, harassment of academic staff and widespread academic corruption – persist.