Identifying and preventing plagiarism: issues for HE tutors in FE Colleges
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Accompaying presentation from Dr Fiona Duggan of the JISC Plagiarism Advisory Service, at the RSC SE / JISC PAS workshop - Identifying and preventing plagiarism: issues for HE tutors in FE Colleges. July 04th Northbrook College
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University Students Perceptions of PlagiarismAuthor(s).docx
University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
Accessed: 16-02-2017 14:36 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Ohio State University Press is collaborating with JSTOR to digitize, preserve and extend access to The
Journal of Higher Education
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http://about.jstor.org/terms
Lori G. Power
University Students' Perceptions of
Plagiarism
Students who engage in plagiarism present a prob
lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
ing availability of electronic material must certainly be making
plagiarism easier for students and may also be contributing to its preva
lence. A large body of research has been conducted on cheating behav
iors across all disciplines. There has been a significant amount of inquiry
at the college level, particularly in the fields of English, Business Man
agement, and Psychology. Fewer studies have focused specifically on
plagiarism as a separate issue from other cheating behaviors, however.
Of the studies that assess trends in plagiarism alone, most utilize self
reporting of plagiarism by students (see McCabe, 1999; O'Connor,
2003; Scanlon & Neumann, 2002, and many others for examples). As
we shall see, students have such a confused notion of what actually con
stitutes plagiarism that such self-reporting cannot be taken as entirely
reliable. To complicate the issue, some studies have found that students
tend to under report plagiarism or cheating behavior (Genereux &
McLeod, 1995), while others suggest that students over report it (Brown
& Emmit, 2001; Karlins, Michaels, & Podlager, 1988).
There is no doubt that plagiarism is a problem at our universities.
Why do students do it? Is the number actually increasing? Why are stu
dents still apparently confused about the subject, despite all of our ef
forts to educate them?
Lori G. Power is the Coordinator of the Department of Learning Assistance at the
University of New England in Portland, Maine.
The Journal of Higher Education, Vol. 80, No. 6 (November/December 2009)
Copyright ? 2009 by The Ohio State University
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http: ...
ACADEMIC HONESTY POLICY IN HIGHER EDUCATION AN ETHICAL DILEMMA OF PLAGIARISM...
The document discusses plagiarism among university students as an ethical dilemma in higher education. It explores students' perceptions of plagiarism, common types of plagiarism committed by students, and reasons why students cheat. The most prevalent type is internet plagiarism due to advances in technology. Reasons for cheating include lack of understanding of plagiarism, time management issues, and a desire to succeed. Universities aim to prevent plagiarism through honor codes, plagiarism education, and detection software like Turnitin. Case studies of King's College London and the University of Cambridge found they implement academic integrity policies, educational training, and learning support programs to increase awareness and prevent plagiarism.
An Overview Of Theories Explaining Plagiaristic Behavior Of Students
This document provides an overview of theories that attempt to explain plagiaristic behavior among students. There is disagreement among researchers about whether responsibility lies solely with students or if educational institutions also share blame. Some researchers view plagiarism as a problem caused by students' deficiencies, while others argue institutions must do more to teach students skills to avoid plagiarism. The document outlines several theories used to understand reasons for student plagiarism, including ethical theories like deontology and utilitarianism, as well as social learning theory and criminological theory.
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University Students Perceptions of PlagiarismAuthor(s).docx
University Students' Perceptions of Plagiarism
Author(s): Lori G. Power
Source: The Journal of Higher Education, Vol. 80, No. 6 (Nov. - Dec., 2009), pp. 643-662
Published by: Ohio State University Press
Stable URL: http://www.jstor.org/stable/27750755
Accessed: 16-02-2017 14:36 UTC
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http://about.jstor.org/terms
Ohio State University Press is collaborating with JSTOR to digitize, preserve and extend access to The
Journal of Higher Education
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http://about.jstor.org/terms
Lori G. Power
University Students' Perceptions of
Plagiarism
Students who engage in plagiarism present a prob
lem for all educators, especially those at the secondary and post-sec
ondary levels. To those teaching at the university level, the ever-increas
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reporting of plagiarism by students (see McCabe, 1999; O'Connor,
2003; Scanlon & Neumann, 2002, and many others for examples). As
we shall see, students have such a confused notion of what actually con
stitutes plagiarism that such self-reporting cannot be taken as entirely
reliable. To complicate the issue, some studies have found that students
tend to under report plagiarism or cheating behavior (Genereux &
McLeod, 1995), while others suggest that students over report it (Brown
& Emmit, 2001; Karlins, Michaels, & Podlager, 1988).
There is no doubt that plagiarism is a problem at our universities.
Why do students do it? Is the number actually increasing? Why are stu
dents still apparently confused about the subject, despite all of our ef
forts to educate them?
Lori G. Power is the Coordinator of the Department of Learning Assistance at the
University of New England in Portland, Maine.
The Journal of Higher Education, Vol. 80, No. 6 (November/December 2009)
Copyright ? 2009 by The Ohio State University
This content downloaded from 69.43.66.12 on Thu, 16 Feb 2017 14:36:30 UTC
All use subject to http: ...
ACADEMIC HONESTY POLICY IN HIGHER EDUCATION AN ETHICAL DILEMMA OF PLAGIARISM...
The document discusses plagiarism among university students as an ethical dilemma in higher education. It explores students' perceptions of plagiarism, common types of plagiarism committed by students, and reasons why students cheat. The most prevalent type is internet plagiarism due to advances in technology. Reasons for cheating include lack of understanding of plagiarism, time management issues, and a desire to succeed. Universities aim to prevent plagiarism through honor codes, plagiarism education, and detection software like Turnitin. Case studies of King's College London and the University of Cambridge found they implement academic integrity policies, educational training, and learning support programs to increase awareness and prevent plagiarism.
An Overview Of Theories Explaining Plagiaristic Behavior Of Students
This document provides an overview of theories that attempt to explain plagiaristic behavior among students. There is disagreement among researchers about whether responsibility lies solely with students or if educational institutions also share blame. Some researchers view plagiarism as a problem caused by students' deficiencies, while others argue institutions must do more to teach students skills to avoid plagiarism. The document outlines several theories used to understand reasons for student plagiarism, including ethical theories like deontology and utilitarianism, as well as social learning theory and criminological theory.
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MERLOT Journal of Online Learning and Teaching .docx
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
202
Reporting Plagiarism in the Online Classroom
Rick Holbeck
Director of Online Full Time Faculty
Online Instruction
Grand Canyon University
Phoenix, AZ, 85017, USA
[email protected]
Scott Greenberger
Manager of Research and Assessment
Center for Innovation in Research and Teaching
Grand Canyon University
[email protected]
Lori Cooper
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
John Steele
Assistant Professor
Online Instruction
Grand Canyon University
[email protected]
Stephanie Maher Palenque
Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Stefan Koukoudeas
Manager of Online Full Time Faculty
Online Instruction
Grand Canyon University
[email protected]
Abstract
Plagiarism and academic dishonesty are phenomena that have a long history. With the
advent of the Internet, and easily accessible information, there has been some debate on
whether the rate of student plagiarism differs by modality. To understand the challenges
of implementing a plagiarism protocol for online courses, the current study surveyed a
group of online faculty. Specifically, how faculty approached instances of plagiarism and
their perceptions of the current plagiarism protocol were examined. The findings indicated
that there was variation in degree and timing of plagiarism reported by online faculty.
Results also showed that online faculty members were more inclined to follow the
protocol if plagiarism reports were easier to submit, took less time to submit, and/or the
submission forms were integrated into the learning management system. In addition,
participants indicated their desire to receive updated training on the plagiarism protocol,
including the specific steps to submit plagiarism report documents. The study contributes
to an understanding of difficulties inherent in implementing plagiarism policy, specifically
in an online education context. Lastly, the current study indicates the importance of
MERLOT Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
203
making clear the theoretical approach to defining plagiarism policy, as well as the
possible implications for implementation in practice.
Key Words: Online Teaching, Plagiarism, Academic Dishonesty, Faculty, Program
Evaluation
Introduction
What Carroll and Appleton (2001) observed nearly 14 years ago still applies to plagiarism in our current
digital age. Linguistic analysis, textual comparison, and simple Google searches are efficient ways to
detect plagiarism. The important idea to consider is whether efficiency should be the primary focus of
dealing with plagiarism in higher education. The problem here is that there is not necessarily consensus
as to a definition of plagiarism (Vander Schaaf, 2005). ...
Academic Dishonesty A Preliminary Researchers View
This document discusses academic dishonesty from the perspective of researchers. It identifies several factors that influence academic dishonesty, such as academic pressure, writing challenges, data issues, and plagiarism challenges. The study aims to better understand researchers' attitudes towards academic dishonesty by collecting survey data from early career researchers. Key findings indicate that academic dishonesty is influenced by issues like pressure, deterrents, writing difficulties, outsourcing work, data problems, and electronic sources. Understanding researchers' perspectives can help improve training, increase research quality, and ensure funding is not wasted.
College Cheating Immaturity, Lack of Commitment, and the Neut.docx
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Plagiarism prevention and detection
This document summarizes a presentation on plagiarism prevention and detection. It defines plagiarism as using another's work without attribution. While not a legal crime, plagiarism is considered an academic offense. Both prevention through education and detection methods have limitations. Detection tools can be fooled and incorrectly flag original work. The best prevention strategies involve thorough education of students about proper citation and encouraging writing practices that promote original thought. Overall the presentation argues for focusing on prevention over problematic detection approaches.
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Contract cheating a view from three Calgary post secondary institutions
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1) Stereotyping of computer science as a male-dominated field has discouraged girls from pursuing related careers. Research shows using gaming to teach computing concepts at a young age and providing female mentors may help break down stereotypes.
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Plagiarism: awareness-raising strategies to improve writing practices of 'hom...
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2. Overviewing literature on plagiarism in education, applied linguistics, and English language teaching that has looked at reasons for plagiarism and ways to address it.
3. Discussing strategies to raise awareness of plagiarism through teaching materials, including samples from commercially produced and individually created resources.
The talk aims to help students better understand plagiarism and avoid it through open discussion and interactive activities that encourage reflection. It also stresses the need for
Exploring educational and cultural adaptation through social networking
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ACADEMIC TEXT.pptx
The document provides information about academic and non-academic texts. It states that academic texts are written by professionals for a scholarly audience, use formal language and terms specific to the field, and include references and citations to back up claims. The primary goal is to inform readers while providing unbiased and evidenced information. Non-academic texts are for a general audience and can be written by anyone to inform, entertain or persuade without citations or references. Examples of academic texts and potential research topics for different strands are also listed.
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Castek Coiro Hartman Henry Leu Zawilinsky 2010 New Literacies
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