PLAGIARISM AT THE UNIVERSITIES OF ARMENIA.
UNRAVELING THE TANGLE
Yerevan, 22 September 2011
“Crossroads Debate Club” NGO
CONTRIBUTING FACTOR 1. UNAWARENESS
• There is no institutionalized approach/policy
toward plagiarism on the part of Univer...
• Universities do not have courses of academic
writing.
• There are no alternative forms of transferring
information about...
FACTOR 2. TRADITIONS DISCOURAGING
INDEPENDENT WRITING
• Low expectations from papers (referat) and
course/diploma theses w...
• Prevalence of too broad and descriptive (as
opposed to argumentative) themes of papers,
course/diploma/master’s theses.
...
MEASURES FOR UNRAVELING THE TANGLE
1. Taking measures toward producing internal and
external incentives
• Organize introdu...
• Create electronic database of papers,
course/diploma/master’s theses written in the Armenian
language.
• Popularize succ...
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Plagiarism in Armenian Universities

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Plagiarism in Armenian Universities

  1. 1. PLAGIARISM AT THE UNIVERSITIES OF ARMENIA. UNRAVELING THE TANGLE Yerevan, 22 September 2011 “Crossroads Debate Club” NGO
  2. 2. CONTRIBUTING FACTOR 1. UNAWARENESS • There is no institutionalized approach/policy toward plagiarism on the part of Universities or the RA Ministry of Education and Science. • Universities do not have formal procedures for sanctioning plagiarism. • As a rule, universities and professors view instances of plagiarism as a form of minor offence.
  3. 3. • Universities do not have courses of academic writing. • There are no alternative forms of transferring information about plagiarism to students. At best, students learn about plagiarism from their supervisors, friends, Internet, etc. • There remain persisting misperceptions about plagiarism and principles of academic ethics among students and even professors.
  4. 4. FACTOR 2. TRADITIONS DISCOURAGING INDEPENDENT WRITING • Low expectations from papers (referat) and course/diploma theses which are viewed as a form of simple reproduction of existing knowledge. • “Top-down approach” in selection of themes for course/diploma/master’s theses; lack of interest in proposed (imposed) themes; repetition of themes from one year to another.
  5. 5. • Prevalence of too broad and descriptive (as opposed to argumentative) themes of papers, course/diploma/master’s theses. • Ineffective supervision by professors. • Roots of university plagiarism going back to the secondary school (school referats/papers).
  6. 6. MEASURES FOR UNRAVELING THE TANGLE 1. Taking measures toward producing internal and external incentives • Organize introductory lectures for first-year students on plagiarism and referencing. • Publish and distribute teaching materials with information about plagiarism. • Organize PR initiatives toward raising awareness about plagiarism. • Prepare specialists of academic writing; introduce courses of academic writing at universities (long-term approach!). • Adopt internal regulations for sanctioning plagiarism.
  7. 7. • Create electronic database of papers, course/diploma/master’s theses written in the Armenian language. • Popularize successful work (student conferences and publications). 2. Making the written assignments student-oriented • Make papers, course/diploma/master’s theses argumentative and specific. • Adopt bottom-up versus top-down approach in designating the themes. • Make supervision and feedback of students’ written work more efficient. • Pay attention to the situation in the Secondary school.

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