Navigating the discourses of unauthorised collusion and collaboration: a UKES narrative

Abstract

An often misunderstood challenge facing higher education students is the tension of legal regulation of authorial rights discourse and the dilemma which with is reinforced by institutional discourses about student engagement and collaborative learning.  This paper draws on the reflections of staff and students in focus group data from the Geography, Law and Mathematics programmes, who were offering feedback on the UK Engagement Survey (UKES)