The study explores student perspectives on generative artificial intelligence (GAI) technologies, particularly ChatGPT, to inform changes to the University of Liverpool's Academic Integrity code of practice. A survey was conducted with 2555 students, revealing that only 7% were unaware of GAI technologies, and over half had used or considered using them for academic purposes. While 54.1% supported the use of tools like Grammarly, 70.4% were unsupportive of using ChatGPT to write entire essays. Students with higher confidence in academic writing were less likely to use or support the use of GAI technologies. Most students (41.1%) believed a university-wide policy on the appropriate use of these technologies was necessary. The findings suggest that clear policies on GAI use are needed, and that these technologies should not be banned, but rather managed to ensure equal access for all students. The study highlights the importance of educating students on best practices and designing assessments that reflect the evolving landscape of academic integrity in the digital age.The study explores student perspectives on generative artificial intelligence (GAI) technologies, particularly ChatGPT, to inform changes to the University of Liverpool's Academic Integrity code of practice. A survey was conducted with 2555 students, revealing that only 7% were unaware of GAI technologies, and over half had used or considered using them for academic purposes. While 54.1% supported the use of tools like Grammarly, 70.4% were unsupportive of using ChatGPT to write entire essays. Students with higher confidence in academic writing were less likely to use or support the use of GAI technologies. Most students (41.1%) believed a university-wide policy on the appropriate use of these technologies was necessary. The findings suggest that clear policies on GAI use are needed, and that these technologies should not be banned, but rather managed to ensure equal access for all students. The study highlights the importance of educating students on best practices and designing assessments that reflect the evolving landscape of academic integrity in the digital age.