According to a survey performed by the Knowledge Foundation (Sweden ) 37% of the teachers had experience of students plagiarizing. 42% of the teachers did not think they had sufficient knowledge to deal with the problem.

  In an Australian study, the content of 1751 essays written at six different universities were checked for plagiarism. The result were that 8% of all submitted papers contained 25% or more plagiarized material. 14% of the papers contained 5% or more plagiarized material. (The Chronicle of Higher Education, 11/2002)

  In an American study involving 200 economy students it turned out that 80% cheated on a regular basis, whereof 19% stated that they did so by plagiarizing. (Walker, J, i Higher Education Research and Development, 17/1998)

   A survey performed by the student magazine of the Royal Institute of Technology, Osqledaren, found that 17% of the students partaking in the survey were willing to consider cheating, for instance by plagiarizing. The survey also found that the views of what constitutes cheating vary. An example of this is that only 76% of the students regarded it to be cheating to hand in a copied paper instead of producing it themselves.

   A survey performed by teachers Per-Ola Andersson and Kristoffer Trappe, with the Teachers program at Malmö University , showed that 30 % for the students at grade level 7-9 cheat on a regular basis. 17 % of these admit that they cheat by copying other people’s texts and submitting them as their own work. The amount of cheating is the same, regardless of geographical position, small or large community, small or large school.

   In a question put to the visitors of Skolweb, a paper mill/student portal with honorable intentions, the yes-alternative received 17%. The question was whether or not its visitors ever had cheated by handing in a paper they had downloaded from such a site.

   Internet facilitates for cheaters. This is what Harold J. Noah and Max A. Eckstein concludes in their book Fraud and Education from 2001. Noah and Eckstein writes that "as the 1990s advanced, we noted a growing concern that cheating in important examinations was becoming more frequent and even more sophisticated", and that "technological advances of the past decade have made it possible to do these things in ways that are much more economical of time and effort. The Internet and e-mail are now the tools of choice for the would-be plagiarist".

  A scientific project at Rutgers University USA , 2001, under the helm of Donald L. McCabe concluded the following:

A study of 4500 University students found that 15% of those that submitted a paper had plagiarized large parts of it from a paper mill or other website. 52% of the them had copied a few sentences from at least one website without stating the source and 90% of those that had plagiarized from the Internet had also plagiarized from other sources (commercially published material)

An other survey compared the evolution of cheating over time. The result showed that during 1999, 10% of the students had plagiarized from different parts of the Internet and put their findings into their own documents and handed it in as their own work. 2001 this figure had increased to 41%. In a survey spanning over 1000 faculties at 21 universities, it was apparent that there was a significant resistance to the practice of taking steps after a suspected instance of cheating had been found. A third of those teachers that were aware that cheating occurred in their class had neglected to take the appropriate steps.

When asked, students stated that they thought that cheating was more common in classes where it was apparent that the teacher ignored the problem.

   A survey made by Karolinska institutet showed that the dentist students at Karolinska institutet in Huddinge cheat on their exams. Two thirds of the students stated that they seen someone cheat at an exam.