This chapter looks into how ChatGPT has been positioned as a threat to academic integrity. ChatGPT has generated heated discussion concerning its implications for higher education, and many studies claim that ChatGPT imposes a threat to academic integrity. In this chapter, we investigate how the claim about ChatGPT being a threat came about in current research. Following a scoping review method, we included 54 relevant studies, synthesised the research findings, and identified four assumptions that led to the above claim. We show that ChatGPT is considered a threat because staff perceive it as a threat, because its performance is indistinguishable from students, because students use it for learning, and because it is beyond current policy and practice. We explore the extent to which these assumptions are valid and consider how educators and higher education institutions can engage with the application of ChatGPT to teaching and learning differently.