This study explores student perspectives on the use of generative artificial intelligence (GAI) technologies such as ChatGPT in higher education at the University of Liverpool. A survey of 2555 students was conducted, with questions vetted through focus groups. Results showed that 7% of students had not heard of GAI technologies, while over half had used or considered using them for academic purposes. The majority of students (54.1%) were supportive of using tools like Grammarly, but 70.4% were unsupportive of using tools like ChatGPT to write entire essays. Students with higher confidence in academic writing were less likely to use GAI technologies and less supportive of others using them. Most students (41.1%) believed there should be a university-wide policy on the appropriate use of these technologies. The study suggests that students require clear policies on GAI use, and these technologies should not be banned, but access should be ensured for all students. Students expressed a desire for clear guidance on the appropriate use of GAI technologies for academic work. The study also highlights the importance of involving students in policy development and the need for universities to adapt to the changing landscape of AI technologies in education. The findings indicate that while GAI technologies can be beneficial, they must be used responsibly and ethically. The study concludes that universities should work with students to develop policies that reflect the realities of AI use in education.This study explores student perspectives on the use of generative artificial intelligence (GAI) technologies such as ChatGPT in higher education at the University of Liverpool. A survey of 2555 students was conducted, with questions vetted through focus groups. Results showed that 7% of students had not heard of GAI technologies, while over half had used or considered using them for academic purposes. The majority of students (54.1%) were supportive of using tools like Grammarly, but 70.4% were unsupportive of using tools like ChatGPT to write entire essays. Students with higher confidence in academic writing were less likely to use GAI technologies and less supportive of others using them. Most students (41.1%) believed there should be a university-wide policy on the appropriate use of these technologies. The study suggests that students require clear policies on GAI use, and these technologies should not be banned, but access should be ensured for all students. Students expressed a desire for clear guidance on the appropriate use of GAI technologies for academic work. The study also highlights the importance of involving students in policy development and the need for universities to adapt to the changing landscape of AI technologies in education. The findings indicate that while GAI technologies can be beneficial, they must be used responsibly and ethically. The study concludes that universities should work with students to develop policies that reflect the realities of AI use in education.