The student lifeworld and the meanings of plagiarism (original) (raw)
Related papers
International Journal of Current Research, 2018
With the development of the Internet and the abundance of sources available to students, plagiarism has become more prevalent and widespread in the academic community. There are now a number of special software recognition programmes which can detect academic misconduct and plagiarism. Many scientific studies have been conducted investigating the possible reasons behind why plagiarism is being employed more readily by students. The afactors and ther system. Research states that there are five elements which can result in undergraduate student's plagiarism. These are known as the five 'S's: Student, Supervisor, Syllabus, System, and Society. Each of these elements affects the stud can lead to academic dishonesty. This research tries to review these studies to consider the reasons that motivate student plagiarism and ultimately to create a framework which empowers decision makers and educators to prevent students plagiarising during their university studies
The complex concept of plagiarism: Undergraduate and postgraduate student perspectives
Perspectives in Education, 2021
The prevalence of plagiarism in university students' academic writing is well documented. Its complex and multifaceted nature has made it difficult to reduce or manage. The literature reveals a lack of significant understanding of plagiarism and related concepts to be due to a poor or an absence of education, and it advocates for extensive and explicit education in what constitutes plagiarism at higher education level. In this review article we explore the literature on undergraduate and postgraduate student perspectives of plagiarism and related concepts in a global context. These perspectives are discussed under the following themes: students' understanding of plagiarism and related literacy practices such as referencing, the reasons contributing to why students plagiarise intentionally or unintentionally, students' understandings and views of the seriousness of plagiarism and students' views on how to curb plagiarism. We believe that through a deeper understanding of students' perspectives of plagiarism, we could start to develop an all-encompassing strategy to deal with plagiarism at university level.
Academic plagiarism from the perspective of students
Plagiarism is a matter of great interest and concern in academia. Sadly, there are few reports on plagiarism in Mexico. The educational model of our institution is called “Modular System” and is a model focused on problem solving-based learning. Therefore, since the first course, students must devote a lot of to development of research and reporting it. In this way, in some cases, plagiarism is a phenomenon that could occupy special significance. The objectives of this work were: (1) to assess the frequency of various activities or practices considered academically inadequate during the development of research papers in a sample of first year students of the degrees offered by the Division of Biological and Health Sciences of our University, (2) to compare the frequency of inadequate academic practices of students which were observed in other Spanishspeaking institutions, and (3) to propose strategies for promoting the implementation of good academic practices in the preparation of their reports and tasks.
Anecdotes of Plagiarism: Some Pedagogical Issues and Considerations
Asian Social Science, 2012
Plagiarism is a contentious issue at best. Despite the common association between teaching, learning and plagiarism, the issue is seldom seen as pedagogical in essence. For that reason, this paper presents some examples of plagiarism in the form of professional anecdotes as experienced by the three researchers. After each anecdote, a juxtaposition is made with the review of literature on issues and studies of plagiarism. The literature review will provide a larger background that makes this paper not only uniquely Malaysian but also globally relevant especially in the context of global students' mobility. In conclusion, the paper not only finds that the different and disparate perceptions of plagiarism among the lecturers and students contribute to the conflict in the process of teaching and learning, but it also evinces the idea that to communicate the ethical aspects of plagiarism is a tricky one especially when it involves students from different educational and cultural backgrounds.
An Overview of Theories Explaining Plagiaristic Behavior of Students
Journal of Education and Practice, 2019
In academic writing, creating own text integrating appropriate sources is one of the troublesome areas for both L1 (for whom English is the first language) and L2 (for whom English is the second language) writers. As a result, to meet the writing demand of the academia an inexperienced writer adopts the technique of using other peoples' language and concepts without acknowledging the source-which is known as "plagiarism", a kind of academic dishonesty. However, there has been an outstanding dichotomy among the researchers regarding the reasons for plagiarism in academic writing committed by students. One group of researchers consider students as solely responsible for committing plagiarism. By this cohort of researchers, students'-lack of knowledge and skill in source acknowledgement, poor time management, busy schedule, procrastination, deficiency in academic writing, absence of ethical reasoning, attaining recognition-are mentioned as primary reasons of plagiarism. On the other hand, the other group of scholars brings forth the issue of responsibility of the educational institutions and academics as well. In this review, standpoints of scholars of both the schools explaining reasons of plagiarism are presented in a brief.
Plagiarism and Originality: Student’s Perception
Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 2018
Pertaining to the dumper sources of information available nowadays, the use of information are inquisitive as some of the students might not realize that they have committed plagiarism and some of them are not aware of what plagiarism is about. There is no doubt that the sources of information in this age are known as one of the important factors towards the excellence of students in completing their assignment. However, the issue here is do those students use it in an actual way in performing their tasks? The purposes of this study are to look for the perception of the undergraduate students in Universiti Teknologi MARA (UiTM) Johor regarding the plagiarism activities and their experiences. The studies on plagiarism among university students have been recognized as an interesting area of study in the academic world and it is important. Several studies found that the number of students who committed plagiarism increased at university and this number seems to be widespread and grows rapidly among the undergraduate students and the research found that the plagiarism activities were done by more than half of the undergraduates. Due to this problem, the objectives of this study are to find out the level of awareness among undergraduate students in plagiarism, to determine the undergraduate student's knowledge on the sources of information and also to investigate the possible factors that contribute to the plagiarism activities. Taking
Plagiarism – Not Just an ``Academic'' Problem
Teaching Business Ethics, 2003
This article addresses the problem ofplagiarism in business and business education. It discusses the issues involved in determiningwhether plagiarism has actually occurred and arange of alternatives for preventing, detecting and dealing with plagiarism. The articleconcludes by discussing the relevance ofplagiarism for businesses students, andsuggesting ways that business managers andeducators can prevent, detect, assess andrespond to plagiarism in business practice andeducation.
Investigating Plagiarism: The Form and the Motivation in Performing Plagiarism in High Education
The rapid development of information technology, especially the Internet is pointed out to be factor driving the student to practice plagiarism. Prevention efforts continue to be made both from government policies and stakeholder by creating software anti-plagiarism. However, in the reality the practice of plagiarism remains common and relatively more widespread. This practice continues to be varied, so that we need to update the information and findings through investigations plagiarism practices in student assignments. The method used was a mixed-method approach or mix of quantitative and qualitative approaches. A quantitative approach was done by using software turnitin.com to scan for plagiarism indication of the level of student assignment in common. To study the behavior of plagiarism, the interview process was also done informally to students who commit high plagiarism. The results showed that the pattern of students' plagiarism consists of five forms: sham paraphrasing, illicit paraphrasing, other plagiarism, copying verbatim and purloining. Illicit paraphrasing practices are a form of copy-paste literature review and did not pay attention to the bibliography. Besides, the practice of plagiarism is closely associated with low academic writing knowledge. Therefore, the practice of plagiarism should not only be viewed from the perspective of the academic violations, but also from the other perspectives.
The study of academic plagiarism among university students is at an embryonic stage in Spain and in the other Spanish-speaking countries. This article reports the results of a research, carried out in a medium-sized Spanish university, based on a double method approach-quantitative and qualitative-concerning the factors associated with academic plagiarism from the students' perspective. The main explanatory factors of the phenomenon, according to the results obtained, are: a) aspects and behaviour of students (bad time management, personal shortcomings when preparing assignments, the elevated number of assignments to be handed in, etc.); b) the opportunities conferred by information and communication technologies to locate, copy and paste information; and, finally, c) aspects related to professors-lecturers and/or the characteristics of the subject-course (lecturers who show no interest in their work, eminently theoretical subjects and assignments, etc.).