A study on the perceptions of students on the issues of plagiarism in an australian university

At the level of the profession itself, codes document the standards according to which the profession can be held accountable for the conduct of its members. Further, because society relegates control for many of the professions to the professional organizations themselves, the professions have developed codes to provide the basis of self-regulation Soskolne

A study on the perceptions of students on the issues of plagiarism in an australian university

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Summary points Plagiarism undermines the integrity of education and occurs at all levels of scholarship. Research indicates that both undergraduate and postgraduate students require training to avoid plagiarism.

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Established researchers are not immune to allegations of plagiarism. Educational institutions need to move beyond deterrence, detection, and punishment, and take a holistic and multi-stakeholder approach to address plagiarism.

Research Integrity Series This is one article in an occasional PLOS Medicine series on research integrity that examines issues affecting the ethics of health research worldwide.

Academic Integrity and Plagiarism Academic integrity encompasses a number of values including honesty, trust, respect, fairness, and responsibility [1] and ideals that should be upheld by all educational stakeholders.

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Academic integrity ensures public trust in the credibility of scholarship at all levels of education including the research process and its outcomes [3]. Plagiarism is one of the most vehemently derided breaches of academic integrity because it undermines the premise that scholarly work will make an original and honest contribution to an existing body of knowledge.

Despite the fact that plagiarism occurs at all levels of scholarship, the main focus in the recent explosion of research in this area is on student plagiarism [5] — [9]. Research has further highlighted issues of plagiarism by students for whom English is an Additional Language EAL at both undergraduate and postgraduate levels.

A recent survey of 15, Australian students, from a range of disciplines both undergraduate and postgraduate, reported that international students were more than twice as likely as domestic students to convey a lack of confidence in how to avoid an academic integrity breach [5].

It is generally assumed that graduate students, having spent at least 15 years in the education system, are conversant with academic integrity requirements and know how to avoid plagiarism [17] ; however, it is becoming increasingly apparent that many graduate students are ill-prepared for the challenges of postgraduate study [18][19] and that breaches of academic integrity policy do occur among this student group [13][17].

Results from the Academic Integrity Standards Project [4] indicated that one in five postgraduate research students had never heard of academic integrity and two in five postgraduate students said they did not know whether their university had an academic integrity policy.

Plagiarism by Established Researchers Given the rates of plagiarism for all groups of students, coupled with research indicating that many students do not receive adequate information or training either at the undergraduate or postgraduate levels [18][22] — [24]it cannot be surprising that breaches of integrity by established researchers are rife.

VroniPlag Wiki has since documented over 30 cases of plagiarism by other prominent German academics with the result that some universities have rescinded individual doctorates [26].

A study on the perceptions of students on the issues of plagiarism in an australian university

But the issue goes well beyond Germany and Europe, with reports of serious plagiarism by academics in numerous countries across the globe [27] — [30]. The Complexities of Plagiarism Writers in the field have noted the complexities of defining plagiarism [31][32] and identifying it, particularly for novice scholars.

Work by Marshall and Garry [14]Yeo [35]and Pecorari [16]among others, concur that many students cannot identify instances of plagiarism and do not adequately understand how to paraphrase text with appropriate citation to avoid plagiarism. International EAL students are not the only group who may struggle to understand and fulfil the requirements of academic practice.

The student body is increasingly diverse, and may include those from socially and academically disadvantaged backgrounds, non-traditional aged students, and those with intellectual, mental, or physical disabilities. Recent work by the Exemplary Academic Integrity Project [37] suggests that even apparently harsh outcomes such as suspension or expulsion are, in fact, appropriate educational outcomes for certain types of academic integrity breaches.

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Addressing Plagiarism Much of the research on plagiarism and other breaches of academic integrity has focused on the role of teaching and learning, particularly at the undergraduate level, with targeted induction, support, and training advocated for all students, and in particular for those from non-traditional backgrounds.

Strategies to deter plagiarism include advice regarding assessment development, curriculum design, and academic skills education [7][39]. These deterrence strategies are advised in conjunction with detection and appropriate penalties. However, plagiarism is not only an issue of student assessment.

It is a symptom of a deeply entrenched academic culture that arguably places tangible rewards grades, diplomas, publications, promotions, grants above the intrinsic value of learning and knowledge creation. To address the ongoing issue of plagiarism and other breaches of academic integrity, educational institutions must work towards fostering a culture of integrity that goes beyond deterrence, detection, and punishment of students.

On this basis, to nurture a community with shared academic values of integrity would require a holistic and multi-stakeholder approach encompassing educational policy makers, senior managers, teaching academics and advisors, students at all levels, researchers, funding bodies, editors, and reviewers [41].Although Chinese university students’ perceptions of plagiarism have been extensively investigated, those of their teachers have been surprisingly under-researched.

This study sought to address this gap by investigating Chinese university English teachers’ knowledge of and attitudes towards. plagiarism Essay Examples. A Study on the Perceptions of Students on the Issues of Plagiarism in an Australian University ( words, 4 pages) The Benefits and Issues of Plagiarism in Students ( words, 2 pages) Students do plagiarism without even knowing it.

Plagiarism is using someone elses words or ideas and not citing the material. D DeakinPeople DeakinPeople DeakinPeople is the University’s Human Resources Management System (HRMS) where staff details and position information is stored.

A study on the perceptions of students on the issues of plagiarism in an australian university

In the study of Devlin and Gray (), 56 Australian University students were interviewed to investigate their views on the reasons of plagiarism in their school; and student’s understanding of plagiarism, poor academic skills, teaching and learning factors and some others were found to be the main reasons leading the students to.

Given the state of concern regarding the quality of research conducted on students’ attitudes and perceptions of plagiarism in Australian university settings, the current study seeks to evaluate the psychometric properties of a commonly used plagiarism attitude scale . A massive open online course (MOOC / m uː k /) is an online course aimed at unlimited participation and open access via the web.

In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive courses with user forums to support community interactions among students, professors, and teaching assistants (TAs) as well as immediate.

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