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1.
Undergraduate plagiarism: a pedagogical perspective 总被引：1，自引：1，他引：0
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(5):507-516
Student plagiarism is a pervasive and increasing problem at all levels of study in tertiary institutions. This study attempted explicitly and implicitly to address issues of plagiarism within the broad context of an academic writing framework in tutorials in a first‐year module at the University of KwaZulu‐Natal in South Africa. Despite these interventions, a quarter of the students were judged to have plagiarised in an essay assignment. The study revealed little deliberate intention to deceive but instead poor understanding of both technical matters such as correct referencing norms that had been addressed in the module and higher‐order issues such as writing as process, knowledge as constructed and the establishment of authorial voice through language and referencing. Lack of real engagement with plagiarism and referencing issues was also a problem, with certain groups of students being more at risk in terms of committing plagiarism than others. It is argued that, particularly in a demographically diverse society, acquiring values, attitudes, norms, beliefs and practices that help prevent plagiarism should be viewed as a long‐term and iterative process. 相似文献
2.
Yao Du 《Assessment & Evaluation in Higher Education》2020,45(1):14-29
AbstractTextual plagiarism is a serious violation of established academic protocols, but it requires considerable writing experience and care to avoid as well. Although student understanding of textual plagiarism and their plagiaristic behaviour in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts have been quite well researched, few studies have sought to evaluate instructional interventions specifically designed to reduce plagiarism by empowering student writers with a better knowledge of plagiarism and skills at source referencing. To the best of our knowledge, no study to date has ever systematically assessed students’ understanding of plagiarism and their source referencing performance in response to intervention. This classroom-based research, at a university in Beijing, aimed to discover whether a 6-hour block of instruction could facilitate better understanding of plagiarism and appropriate source referencing skills. The results showed that the intervention did generally give students a better appreciation of how textual plagiarism looks and significantly reduced blatant and subtle plagiarism in their writing. However, students’ heavy reliance on original source language did frequently reoccur in student writing if in less clear-cut ways. Some helpful lessons were drawn from this study. 相似文献
3.
《Journal of Further & Higher Education》2012,36(3):358-378
There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course designed to reduce unintentional plagiarism amongst international students in the cohort. We compared plagiarism rates in the years before and after the implementation of the writing intervention. In addition, we analysed data from a high response rate questionnaire (87.8%: class of 90 students) designed to evaluate students’ perceptions of the usefulness of the writing development programme and to elicit information about their prior educational experiences which might relate to plagiarism. Our combined quantitative and qualitative data show that an early pedagogical response reduced plagiarism levels amongst international students. However, the UK and international students in the same cohort reported markedly different responses to the writing programme. We therefore suggest that, if international students are provided with an initial opportunity to practise academic writing and receive feedback, they are more likely to be successful when writing coursework assignments later on. However, any initial writing development programme should be adapted to accommodate the differing needs of the UK and international students within the cohort. 相似文献
4.
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(6):607-617
Since the emergence of the electronic era, plagiarism has become an increasingly prevalent problem at tertiary institutions. This study investigated the role electronic sources of information played in influencing plagiarism in an essay assignment in a first‐year geography module at the University of KwaZulu‐Natal in South Africa. Despite explicit instruction in tutorials on academic writing, referencing and plagiarism, a quarter of students still plagiarised in their essay, with the majority having done so off the Internet. A survey questionnaire and interviews revealed that not only did the school writing experience prepare students poorly for academic writing discourses, but also highlighted that student ignorance with regard to acknowledgement of electronic sources, a pervasive perception of difference between electronic and print sources, as well as the availability of the copy‐and‐paste facility which reinforces the product view of writing, all contributed towards electronic‐source plagiarism. Active instructional engagement with electronic‐source material, and open dialogue on ownership of knowledge as well as on moral and ethical issues with students, are recommended as strategies to overcome such plagiarism. 相似文献
5.
Referencing and identity,voice and agency: adult learners' transformations within literacy practices
Catherine Hutchings 《高等教育研究与发展》2014,33(2):312-324
Referencing skills contribute much to the emergence of voice in students' academic writing. Such skills have a bearing on the identity of learners as writers. In referring certain ideas to certain sources, the writer is able to distinguish voices of others and, in doing so, provide space for the hearing, or establishment, of their individual voice. However, an understanding of the rationale behind referencing and taking on the techniques required for its conventions often proves a complex, intimidating affair for students. Much fear is incited within learners by the convention of referencing, together with the scourge of plagiarism. Thus, rather than learners being ensconced within the academic environment through being able to relate to and engage with other voices, thereby acquiring agency in their writing, issues around referencing can actually serve to alienate them from the academic environment and deter them from their own agency. It may involve much practice and discussion before students see referencing as an asset in their writing. This process entails deconstructions, renegotiations and reconstructions of relationships with ideas and identities. This paper focuses on the relationship of agency and the issue of referencing in the development of an authorial identity for adult learners in the academic institution. 相似文献
6.
Health professions are increasingly focusing on the development of integrity and professionalism in students of Health disciplines. While it is expected that Health students will develop, and commit to, the highest standards of conduct as undergraduates, and henceforth through their careers, the pressures of assessment and external commitments may lead to both unintentional and intentional plagiaristic behaviours. Exponential growth in Internet resources and new information technologies, as well as individual belief systems or naivety about the authorship attribution convention, suggest complexity in understanding the risks and factors associated with academic plagiarism. This paper reviews the education literature to provide an insight for academics into reasons for student plagiarism and, where possible, management of these risks. Our review refers to the health professions as a discipline in which academic conduct in students should be at the highest possible standard. 相似文献
7.
Plagiarism continues to be a concern within academic institutions. The current study utilised a randomised control trial of 137 new entry tertiary students to assess the efficacy of a scalable short training session on paraphrasing, patch writing and plagiarism. The results indicate that the training significantly enhanced students' overall knowledge about in-text referencing protocols. Importantly, this knowledge was found to translate into applied skills, with the intervention group performing significantly better in a practical skills application task. Moreover, the findings suggest that it is confidence in writing in English, not language background per se, which plays a significant role in students' practical skills in referencing and their confidence in performing assignment preparation tasks that can help them avoid claims of inadvertent plagiarism. 相似文献
8.
This paper raises some questions about academic authorial honesty under the headings of Plagiarism (including self‐plagiarism), Theft, and Collusion. Compared with the medical sciences, the social sciences in general and education specifically, lag behind in terms of critical attention being paid to the problem of plagiarism, the peer review process and academic authorial ethics. The ubiquity of the Internet, the ever intensifying demand to publish or perish, and maybe, a general shift in perceptions of what constitutes ‘bad’ plagiarism and collusion which challenge traditional notions of what constitutes authorial honesty, mean that the time may be ripe for a consideration by academic writers and journal editors of how they regard and deal with the whole area. This paper makes an early contribution to the discussion. 相似文献
9.
Shelley Yeo 《高等教育研究与发展》2007,26(2):199-216
This paper is a case study of first‐year science and engineering students’ understandings of plagiarism. Students were surveyed for their views on scenarios illustrating instances of plagiarism in the context of the academic work and assessment of science and engineering students. The aim was to explore their understandings of plagiarism and their judgement about the seriousness of each incident, and to shed light on the decisions they might make in response to such situations. The data indicated that although students could provide sound definitions of plagiarism, they did not always appreciate the scope of class‐based activity that constitutes plagiarism. Some examples of plagiarism were regarded as less serious than others, and in contradiction with the institution’s policy. Students also generally favoured more lenient penalties than provided for by policy. The purpose of the study was to ascertain first‐year students’ developmental needs in relation to academic honesty, plagiarism and appropriate acknowledgement of others’ work. 相似文献
10.
Maintaining academic integrity and preventing students from cheating and plagiarising academic work are challenges faced by higher education institutions. These areas have become even more problematic with the growth of the Internet and readily available information, which increase the temptation for students to copy and paste information directly into academic work. Institutions have turned to various strategies to mitigate these aspects. This retrospective research study examined a four-prong anti-plagiarism programme and its impact on the incidence of plagiarism in a Post-Professional Doctor of Physical Therapy programme. The results showed that, using a combination of a structured education module related to plagiarism, Turnitin plagiarism detection software, implementation of policies and procedures, and support from the institution’s writing centre resulted in significant differences in the rate of plagiarism (P < .001) over the five-year period. The rate of plagiarism in year 1 (0.96%) was 2.7 (95% CI, 1.4–5.3) times the rate in year 5 (0.35%, P = .004). The rates of plagiarism in years 2, 3, and 4 were 0.74, 0.35, and 0.30%, respectively. Using a combination of these strategies may help higher education institutions address episodes of plagiarism and improve academic integrity. 相似文献
11.
Plagiarism and other forms of academic misconduct are matters of great concern at all levels of study worldwide. This is especially so for students in higher education institutions, where higher degrees and publications are key focus activities. Ready access to internet based resources assist academic writing practices. However, the unintentional, or sometimes deliberate, lack of acknowledgment of intellectual property ownership by some students results in plagiarism allegations. In this article we explain how the Business School at Curtin University, Western Australia, currently handles plagiarism accusations; and we propose a model for making the University’s approach more transparent, supportive, and educative for students. We recommend this model to others. 相似文献
12.
Angelica Risquez Michele O’Dwyer Ann Ledwith 《Assessment & Evaluation in Higher Education》2013,38(1):34-43
Throughout much of the literature on plagiarism in higher education, there is an implicit assumption that students who understand plagiarism, who have high ethical views and declare not to engage in plagiaristic behaviour are able to recognise it and avoid it in practice. Challenging this supposition, this paper contrasts students’ self-reported data with their ability to recognise and avoid plagiarism in a proposed case scenario. A questionnaire was adapted from previous literature and administered to a sample of undergraduate first- and second-year students in an Irish university. Results show that self-reported measures are not a powerful predictor of the students’ ability to recognise the practical case as an academic breach, nor to avoid the breach through referencing. This suggests that students’ understanding and awareness of academic breaches would benefit from experiential learning and that higher education institutions should not merely rely on providing statements and definitions of academic misconduct. Also, the results highlight the potential unsuitability of using self-reported measures to study plagiarism, despite their widespread use. 相似文献
13.
Iris Vardi 《高等教育研究与发展》2012,31(6):921-930
Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper examines the skills underlying effective use of citation and the problems students have in citing effectively. It compares these to the messages that beginning students receive about citation through a focus on academic integrity, plagiarism and punishment. It examines the prevalence of plagiarism and the development of citation skills in student writing when the teaching focuses instead on developing critical writing abilities through the skillful selection, use and acknowledgement of sources. 相似文献
14.
Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways. 相似文献
15.
Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
16.
大学生剽窃行为是高等教育管理中的一个非常现实的问题,已经引起广大教育工作者和学术人员的广泛关注。大学生剽窃行为可以分为故意剽窃和无意剽窃。对于大学生如何看待剽窃问题上存在一些共性。大学生剽窃行为主要受道德能力、对剽窃的意识、学术融合和压力等9个因素的影响。与国外的大学生剽窃行为研究相比,我国的研究还有很长的路要走。 相似文献
17.
《Journal of Language, Identity & Education》2013,12(3):171-177
The debate about what constitutes plagiarism and how it should be dealt with in the academy continues to gain momentum. The response from many higher education institutions is to channel ever-increasing amounts of resources into plagiarism detection technologies, rather than trying to ascertain why plagiarism might be occurring in the first place. In this article, drawing on a wide range of data from student assignments and interviews with staff and students, we argue that it would be preferable to do away with the notion of plagiarism in favour of an understanding of transgressive and nontransgressive intertextuality. Once textual borrowings are seen in this light, we are more able to focus on the crucial issues of writing, identity, power, knowledge, disciplinary dynamics, and discourse that underlie intertextuality. We conclude that judgements about the nature of intertextuality are contextually contingent; they should also be understood as part of a broader account of institutional regulation and student resistance, interdisciplinarity, and the mediation of discourse. 相似文献
18.
Plagiarism is a concept that is difficult to define. Although most higher education institutions have policies aimed at minimising and addressing student plagiarism, little research has examined the ways in which plagiarism is discursively constructed in university policy documents, or the connections and disconnections between institutional and student understandings of plagiarism in higher education. This article reports on a study that explored students’ understandings of plagiarism in relation to institutional plagiarism discourses at a New Zealand university. The qualitative study involved interviews with 21 undergraduate students, and analysis of University plagiarism policy documents. The University policy documents revealed moral and regulatory discourses. In the interviews, students predominantly drew on ethico-legal discourses, which reflected the discourses in the policy documents. However, the students also drew on (un)fairness discourses, confusion discourses, and, to a lesser extent, learning discourses. Notably, learning discourses were absent in the University policy. Our findings revealed tensions between the ways plagiarism was framed in institutional policy documents, and students’ understandings of plagiarism and academic writing. We suggest that, in order to support students’ acquisition of academic writing skills, plagiarism should be framed in relation to ‘learning to write’, rather than as a moral issue. 相似文献
19.
Carina Buckley 《Teaching in Higher Education》2013,18(3):352-358
The transition from further to higher education is marked by a series of challenges for the new student, not least the requirement to learn the discourse of academic practice, and referencing as a part of that. By perceiving what it means to reference, students should also come to understand what it means to write, including the problematic areas of authorship and ownership of ideas. Academic writing and paraphrasing are demanding concepts that require the student writer to enter into the academic discourse and relinquish their hold on the worlds of a text and embrace instead the argument behind them, in a form of ‘language-game’. Taking an interpretative, dialogic approach to referencing, the inherent playfulness of learning is emphasised through the use of Lego, used as a metaphor for the students' construction of meaning and to exemplify the discipline of citation and attribution. This paper outlines a method that metaphorically and literally enables students to construct and make visible the underlying theoretical philosophy of referencing and plagiarism by using Lego as a mode of authorship, in the context of the nature of academic discourse and what it means to write. In addition, the personal, engaging nature of the activity meant that it would be a more memorable activity too. 相似文献
20.
Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability. 相似文献