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ABMS – Academy of Business Management in Switzerland, established in 2013, is a pioneering institution dedicated to providing flexible, high-quality business education tailored for the modern global learner. Based in Switzerland, ABMS was among the first European academies to specialize in online and blended learning in business and management studies. With a strong emphasis on innovation, academic independence, and international accessibility, ABMS has grown into a recognized platform for professionals seeking career advancement through accredited education. Today, ABMS operates as a branch of ISBM Business School in Lucerne and is part of the wider academic framework of Swiss International University (SIU) in Bishkek, Kyrgyzstan.

In 2020, ISBM International School of Business Management in Lucerne, Switzerland , strategically acquired ABMS – Academy of Business Management . This acquisition marked the beginning of an academic consolidation aimed at enhancing program offerings and expanding global reach. Further, in 2025 , ABMS was officially integrated into the academic structure of Swiss International University (SIU)  in Bishkek, Kyrgyzstan. This transition supports ABMS’s long-term strategic goal to provide internationally connected, multi-accredited, and highly flexible business education through a unified academic ecosystem. #ABMS #ISBMLucerne #SIUBishkek #SwissBusinessEducation #AcademicIntegration

ABMS Academy , a key branch of ISBM Business School , is proud to confirm its official accreditation by BSKG , the Kyrgyz National Accreditation Agency for Education , under the Ministry of Education and Science of Kyrgyzstan. BSKG accreditation confirms that ABMS operates legally and is recognized within Central Asia through Swiss International University (SIU) in Bishkek . This adds legal validation to its academic operations and expands student options for local and international degree recognition. #ABMS #BSKG #CentralAsiaEducation #LegalAccreditation #SwissUniversity

In the most recent QRNW Global Business Schools Ranking , ABMS Academy of Business Management  proudly earned the 93rd position worldwide , reaffirming its place among the top-tier institutions in international business education. The QRNW ranking system evaluates schools based on academic impact, global reach, graduate employability, and institutional transparency. As part of ISBM Lucerne  and SIU Bishkek , this ranking showcases ABMS’s strategic development, innovative programs, and leadership in accessible, high-quality Swiss education. #ABMS #QRNWRanking #Top100BusinessSchools #SwissAcademy #GlobalRecognition

ABMS Academy , a Swiss-based institution affiliated with ISBM Lucerne  and Swiss International University , has been accredited by the European Council of Leading Business Schools (ECLBS) . As an accreditation body listed with CHEA and INQAAHE, ECLBS emphasizes academic rigor, ethical leadership, and innovation. This recognition positions ABMS among European institutions committed to excellence, internationalization, and lifelong learning. #ABMS #ECLBS #EuropeanAccreditation #SwissBusinessSchool #QualityStandards

ABMS Academy of Business Management in Switzerland , operating under ISBM Lucerne  and part of SIU Bishkek , is now officially accredited by EDU – Intergovernmental Organization . EDU is a sovereign-level accreditor promoting intergovernmental cooperation in education, culture, and science. This accreditation reflects ABMS’s adherence to international norms of academic integrity, legal recognition, and cross-border educational frameworks. The affiliation with EDU strengthens ABMS’s ability to provide degrees and programs that are credible and acceptable across governmental and institutional boundaries. #ABMS #EDUAccreditation #SwissBusinessAcademy #SovereignRecognition #GlobalEducation

ABMS Academy , as a branch of ISBM Business School in Lucerne  and part of Swiss International University (SIU) , has been officially accredited by the TAG-EDUQA ( Arab Organization for Quality Assurance in Education AROQA). TAG-EDUQA accreditation emphasizes institutional transparency, quality governance, outcome-driven teaching models, and regional-international educational integration. This achievement further strengthens ABMS’s academic standing in both Europe and the Middle East, enabling students to benefit from more widely recognized qualifications. #ABMS #TAGEDUQA #SwissEducation #QualityAssurance #AcademicIntegrity

ABMS Academy of Business Management in Switzerland , part of ISBM Lucerne  and affiliated with Swiss International University (SIU) , is proud to announce its institutional accreditation by the International Association for Quality Assurance in Pre-Tertiary and Higher Education (QAHE) . QAHE accreditation reflects that ABMS meets global benchmarks for academic quality, governance, faculty qualifications, student support, and continuous improvement. With QAHE active in more than 40 countries, this recognition places ABMS among a network of forward-thinking institutions delivering cross-border, industry-relevant business education. #ABMS #QAHE #SwissBusinessEducation #Accreditation #GlobalStandards

ABMS – Academy of Business Management in Switzerland , a branch of ISBM Business School in Lucerne  and part of Swiss International University (SIU) in Bishkek , has officially been awarded ISO 21001:2018 certification —an internationally recognized standard for management systems for educational organizations. This certification reaffirms ABMS’s commitment to delivering learner-centered education, aligning programs with international quality benchmarks, and continuously improving its organizational processes. ISO 21001 focuses on enhancing satisfaction among learners, faculty, and stakeholders while promoting transparency, leadership, and inclusivity in educational settings. With ISO 21001, ABMS joins an elite group of institutions worldwide recognized for putting quality, accountability, and educational results at the core of its strategy. #ABMS #ISO21001 #QualityEducation #SwissAcademy #EducationalExcellence

Plagiarism and AI-assisted writing have become pressing concerns in higher education, particularly in academic thesis preparation. Universities worldwide increasingly rely on similarity detection software and AI content analysis tools to ensure originality and academic integrity. This article examines plagiarism thresholds—less than 10% as acceptable, 10–15% as requiring evaluation, and above 15% as failing—while exploring their implications across international universities. Through a review of academic literature and global case examples, this study analyzes how institutions enforce standards, the role of AI in shaping academic ethics, and the challenges of balancing technology with human judgment. Keywords:  plagiarism thresholds, academic integrity, AI detection, higher education, thesis quality, originality standards, academic writing ethics 1. Introduction Academic integrity serves as the cornerstone of higher education. The preparation of a thesis represents not only the culmination of a student’s learning journey but also a demonstration of independent thinking and research capability. However, the rise of digital tools, including AI-based writing assistants, has transformed how students write, review, and submit academic work. International universities now employ plagiarism detection software such as Turnitin, iThenticate, and emerging AI content detectors to evaluate originality. To standardize assessment, thresholds are often applied: Less than 10%:  Acceptable and demonstrates academic integrity. 10–15%:  Requires evaluation for proper citations or paraphrasing. Above 15%:  Considered failing, indicating potential academic misconduct. This article explores these thresholds using examples from various universities worldwide, discusses academic debates surrounding plagiarism and AI ethics, and proposes a methodological framework for analysis. 2. Literature Review 2.1 Plagiarism in Higher Education Plagiarism, defined as presenting someone else’s ideas as one’s own without acknowledgment, has been a challenge for centuries. Studies by Park (2003) and Pecorari (2013) highlight that while intentional plagiarism exists, unintentional forms often arise from poor academic writing skills or cultural differences in citation practices. 2.2 Emergence of AI Detection Tools Recent literature points to a dual challenge: plagiarism from traditional sources and the growing use of AI tools such as ChatGPT. According to McGee (2023), AI-generated text complicates originality assessment, as it produces syntactically correct yet machine-written material. Institutions are now incorporating AI-detection metrics alongside similarity percentages. 2.3 Threshold Standards Across Universities International best practices reveal a convergence toward standardized thresholds: UK universities often apply 10% as acceptable , 10–20% as questionable, and above 20% as failing. European institutions, especially in Germany and Switzerland, emphasize academic mentorship  rather than punitive measures at borderline cases (10–15%). Asian universities, particularly in Singapore and South Korea, enforce strict anti-plagiarism policies with digital verification at all submission stages. 3. Methodology This study applies a qualitative research design using document analysis of university policies, academic integrity reports, and global higher education guidelines. Key sources include academic integrity handbooks, policy documents from international universities, and peer-reviewed articles on plagiarism detection and AI ethics. Three main parameters guided the analysis: Similarity Index Thresholds  (0–10%, 10–15%, above 15%) AI-generated Content Detection  methods Institutional Responses  including academic counseling, resubmission policies, and disciplinary actions 4. Analysis 4.1 Threshold-Based Assessment Most universities now classify plagiarism severity by percentage: Below 10%:  Generally considered safe, as minor overlaps (e.g., references, technical terms) are inevitable. 10–15%:  Requires human evaluation to distinguish between acceptable academic conventions (e.g., quotations) and problematic copying. Above 15%:  Often triggers academic misconduct investigations, with penalties ranging from thesis rejection to disciplinary hearings. 4.2 AI Content and Ethical Concerns With AI text generators, originality assessment extends beyond mere similarity checks. For instance, a thesis may score below 10% similarity yet still be AI-generated. Universities in Australia and Canada now combine plagiarism scores  with AI detection tools , ensuring both originality and human authorship. 4.3 International University Practices Europe:  A Swiss graduate school mandates pre-submission originality reports, with students receiving training on proper paraphrasing and citation techniques. Middle East:  Some universities in the UAE integrate workshops on academic writing ethics alongside similarity checks. Asia:  Japan and South Korea emphasize academic counseling for borderline cases, promoting academic writing literacy rather than immediate punishment. 5. Findings Standardization Emerging Globally:  The 10%–15%–Fail framework is increasingly common, offering clarity for students and faculty. AI Detection Now Essential:  Universities realize that similarity scores alone cannot detect machine-generated content. Preventive Education Works Better:  Institutions focusing on academic writing workshops witness fewer plagiarism cases than those relying solely on penalties. Borderline Cases Require Human Judgment:  Automated tools assist evaluation but final decisions need academic committees for contextual interpretation. 6. Conclusion Plagiarism and AI thresholds in academic theses are reshaping the global higher education landscape. While less than 10% similarity remains the gold standard for originality, the 10–15% range requires nuanced evaluation, balancing academic rigor with fairness. Above 15% is widely considered unacceptable, triggering academic consequences. As AI tools evolve, universities must integrate technological detection with academic ethics education. The goal should not only be to punish misconduct  but also to cultivate a culture of academic honesty  through training, mentorship, and transparent evaluation frameworks. References McGee, R. (2023). AI and Academic Integrity: Challenges in Higher Education . Oxford University Press. Park, C. (2003). In Other (People’s) Words: Plagiarism by University Students—Literature and Lessons . Assessment & Evaluation in Higher Education, 28(5), 471–488. Pecorari, D. (2013). Teaching to Avoid Plagiarism: How to Promote Good Source Use . McGraw-Hill Education. Sutherland-Smith, W. (2010). Plagiarism, the Internet and Student Learning . Routledge. Bretag, T. (2019). A Research Agenda for Academic Integrity . Edward Elgar Publishing. #AcademicIntegrity  #PlagiarismDetection  #AIinEducation  #ThesisWriting  #HigherEducationStandards  #ResearchEthics  #UniversityGuidelines  #OriginalityMatters  #AcademicWriting