| Topic | Name | Content Type |
|---|---|---|
| Timeline | Timeline | Timeline |
| Methodology | Survey administration | Accordion |
| Student Perspective: Learnings and Guidelines | Comments from UniSA students on GenAI | Accordion |
| Staff Perspective: Teaching and Evaluation | Comments from UniSA Staff on GenAI | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | Specific responses on the key statements in Table 1 | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | Key Challenges | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | AIOs Approach to Investigating GenAI-related Academic Misconduct | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | References - Familiarity with tools | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | References - Institutional Guidance | Accordion |
| AIOs Perspective: Challenges in Investigating GenAI-related Misconduct | Four key elements of procedural fairness | Accordion |
| Industry Perspective: Curriculum Integration | GenAI - Research on Industry perspectives linked to TEIs | Course Presentation |