Teaching staff concerns about academic integrity and their implications for staff development (original) (raw)
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Research and consultations in session 2003/2004 by a University’s Plagiarism Working Group uncovered a poor understanding of plagiarism and inconsistent handling procedures throughout its schools. In an effort to address both these issues, a strategic 2-year Action Plan was developed and rolled out beginning the following academic year in order to improve student support, staff awareness and more consistent practice overall. The plan included a pilot using the detection software service, Turnitin®UK, with five of the University’s 14 schools. The pilot was only one of a series of university-wide deliberations, others included the revision and piloting of a University Plagiarism Code of Practice, implementation of school-based academic conduct officers, improved staff development opportunities and student support materials and events. One school in the University has served as a role model of good practice throughout. Noteworthy is the school’s record keeping practice since session 20...
A UK institution's university-wide approach to plagiarism
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Research and consultations in session 2003/2004 by a University's Plagiarism Working Group uncovered a poor understanding of plagiarism and inconsistent handling procedures throughout its schools. In an effort to address both these issues, a strategic 2-year Action Plan was developed and rolled out beginning the following academic year in order to improve student support, staff awareness and more consistent practice overall. The plan included a pilot using the detection software service, Turnitin'UK, with five of the University's 14 schools. The pilot was only one of a series of university-wide deliberations, others included the revision and piloting of a University Plagiarism Code of Practice, implementation of school-based academic conduct officers, improved staff development opportunities and student support materials and events. One school in the University has served as a role model of good practice throughout. Noteworthy is the school's record keeping practice ...
Educational Integrity: A Strategic Approach to Anti-Plagiarism
The widespread perception that plagiarism is a growing problem in tertiary institutions is supported by some large-scale research studies and, indeed, by the attention the topic is attracting in the literature, the media and in the renewals of plagiarism policies to be found on websites across the tertiary sector. While guidelines that accompany some plagiarism policies "encourage" educational strategies, the focus is still firmly fixed on dealing with "offenders". There is little detail available on educational means that have the capacity to address the incidence of inadvertent or unintentional plagiarism. In this paper an approach is suggested that attempts to redress the balance between disciplinary and educational measures. The approach is twofold. While supporting the application of penalties for plagiarism that is deliberate cheating, it advocates that students be given an explicit period of apprenticeship into the academic culture, its conventions and its...
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Most Australian universities have made attempts of various kinds to address plagiarism. Some have responded in recent times with a primary focus on catching and punishing plagiarists, often assisted by computer software packages. Others have taken a more holistic approach incorporating foci on policy, assessment regime and student preparation and education as well as on ensuring appropriate consequences for plagiarists. This paper outlines one example of the latter approach in one Australian university faculty and details the outcomes in terms of policy recommendations and resources to support the approach. The necessity of evidence-based evaluation of attempts to reduce plagiarism in higher education is argued.
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Although plagiarism, cheating and academic integrity receive increased attention, literature provides little practical advice or strategies on how to approach these topics with students. In this paper we describe a case study in relation to an intervention we have developed to help our students prevent plagiarism and to foster academic integrity amongst our studentship. In the two hour workshop students are supported in gaining a deeper understanding of what plagiarism is and provides them with practical examples of how plagiarism can be avoided. In the context of the workshop plagiarism is discussed in its many forms of the intentional and unintentional stealing or appropriating of ideas that are not credited accordingly (Helgesson & Eriksson, 2015). The intervention also encompasses discussions around academic integrity and what academic integrity means in theory and in practice. The six steps in our intervention are a sorting activity (what is plagiarism?), the presentation of re...
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Asian Journal of Education and Social Studies, 2022
Although studies on students’ plagiarism continue to attract research attention, there are still lacunas in the literature in terms of adequate interventions to combat the menace in higher educational institutions. This study set out to examine plagiarism behaviour among students at Kwame Nkrumah University of Science and Technology, Kumasi (KNUST) a leading Ghanaian university. The study employs a quantitative research technique informed by a positivistic orientation. Findings point to the need to treat students’ assignments as a process, not a product. It was concluded that covert and overt techniques are the best interventionist approaches to ascertaining and minimising students’ plagiarism tendencies. The study recommends the need for organizational structures to deal with the ‘menace’ and the pursuit of vigorous plagiarism awareness programmes for students and faculty. A concerted effort and commitment by students and faculty in combating plagiarism at Kwame Nkrumah Universit...
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Agreement within tertiary institutions about the most effective ways to deal with plagiarism continue to be fraught with tension. Institutions often opt for multiple means of deterrence, including electronic and human detection; revamped policies and procedures to increase deterrence and instigating an overall increased awareness of academic integrity issues within the academic community. One approach focuses on ethics as a vehicle in overcoming plagiarism. Universities add compulsory 'ethical' units or segments within existent subjects to 'cover' plagiarism and other issues of academic integrity in programs. However, how is this approach operating in practice? Are students sustaining notions of ethical practice throughout their courses of study and into the workplace? This session seeks to tease out some of the current 'ethical approaches' to plagiarism and collaboratively examine what appears to be working or not working and why. In particular, common academic practices will form a focal point for discussion, in terms of the notion of ethical engagement with students.
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The growth in international student numbers in New Zealand in the last decade has brought to the forefront the topic of plagiarism. Attitudes to plagiarism may differ in the students' home country from New Zealand, for traditional, cultural reasons. As a result, some students have problems adapting to western viewpoints on plagiarism. This study examines the past trends in the rates of plagiarism at Auckland Institute of Studies (AIS) and the strategies utilised to address these, in particular compulsory workshops and a test, which have virtually eliminated the problem.
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Abstract: Academic institutions are finding they have to operate under a pro-active anti-plagiarism policy, where plagiarism is actively sought out as a serious breach of acceptable academic behaviour. This paper considers the reasons that institutions need such a policy and the issues they should be aware of when implementing one.