When human beings face change, their reactions usually follow a curve that is akin to that of a grieving process. In essence, change requires to let go of the past to embrace the future, but what if the nature of a change is revolutionary? Since the introduction of ChatGPT in 2022, the rapid evolution of generative artificial intelligence (GenAI) has forced university professors to question, among other things, the risks of plagiarism in written assignments produced by students (Peters, 2023). Although plagiarism is defined as the appropriation of "someone else's work by passing it off as one's own [translation]" (Jeffrey & Dias, 2019, p. 773), the situation is quite different when a student uses GenAI to write part or all of an assignment. In the year following the launch of ChatGPT, during which a multitude of GenAI tools became available, university professors reacted in a variety of ways to adjust to their new reality. We were therefore interested in the changes that university professors made to their teaching practices, especially since the concept of plagiarism was being redefined in the light of the latest digital developments. As a theoretical framework, we used a four-step model developed by Raby (2004) to illustrate the sequence of adjustment to new technology in a teaching and learning environment: (1) familiarization; (2) personal usage; (3) professional usage; and (4) pedagogical usage. As part of a mixed-design research project conducted by an international partnership, we collected responses to a questionnaire from 736 respondents and completed 70 semi-structured interviews with participants, all university professors working at 14 different universities in Canada. We asked them about their initial reaction to GenAI, as well as their current personal, professional, and pedagogical usages. Then, we conducted statistical analyses of quantitative data to establish correlations between the level of adjustment and generational age groups. We will present these findings that are further supported by a content analysis of transcripts, with qualitative data showing younger and older generations at each end of the spectrum. In contrast, other generations do not show evidence of patterns in their reactions to change. We will also discuss some of the initiatives put into place by those professors reaching the last step of adjustment, with the pedagogical usage of new technology to ensure responsible use of GenAI by students. Our contribution is based on a perspective of plagiarism prevention through the development of pedagogical strategies that promote academic integrity in graduate studies.