scholarly journals A STUDY OF INDONESIAN LECTURERS' PERCEPTION ON STUDENT PLAGIARISM

2020 ◽  
Vol 1 (2) ◽  
pp. 81-94
Author(s):  
I Gede Nyoman Arya Risaldi Dwi Nugraha
Keyword(s):  
Academic Dishonesty ◽  
Academic Misconduct ◽  
Two Dimensions ◽  
Student Plagiarism ◽  
Interview Session ◽  
Interview Guide

Cases of plagiarism exist universally. While it is unacceptable, students are doing it nonetheless. Prior studies from students’ perception have been done related with this academic misconduct while studies about lecturers’ perception with the same concern are limited. This research was done to fill this gap. The purpose of this study is to find out: (1) lecturer’s perception on students’ plagiarism act and (2) solution to prevent students’ plagiarism act. Two instruments were used in order to collect the data, they are plagiarism questionnaire and an interview guide. Both instruments are divided into two dimensions, namely knowledge dimension and attitude dimension. The questionnaire has 12 statements with 4 possible responses in each dimension. Meanwhile, there are 3 questions in the interview guide with 1 question represent knowledge dimension and 2 questions represent attitude dimension. For the survey, there were 37 EFL lecturers as the participants from several institutions in Indonesia and narrowed down to 5 participants for the interview session. Both results of survey and interview are positive. The results implied an indication of students are doing academic dishonesty.  

Academic Integrity

2017 ◽  
pp. 306-326
Author(s):  
Mingsheng Li
Keyword(s):  
Language Proficiency ◽  
Academic Dishonesty ◽  
Academic Writing ◽  
Academic Integrity ◽  
Group Discussion ◽  
University Graduates ◽  
Situational Variables ◽  
Student Plagiarism ◽  
Language Writing ◽  
The University

Student plagiarism is a pervasive issue at all levels of study in Higher Education Institutions (HEIs) around the world. Plagiarism is considered as a cultural phenomenon and students from certain cultures are often stereotyped as ‘persistent plagiarists'. This chapter reports the findings of a research project and examines the issues of academic dishonesty reported by Chinese students in New Zealand universities. Four lecturers and six university graduates participated in the interviews and the focus group discussion. The study has identified seven forms of disguised plagiarism deriving from four interrelated variables: inadequate language proficiency, lack of discipline knowledge and conventions, issues of assessment, and situational variables. The university is morally responsible to teach the students the concept of Academic Integrity (AI) and plagiarism, discipline conventions and rules of games in academic writing, and develop their language, writing, and research skills to help them avoid the traps of plagiarism.

scholarly journals I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401882238 ◽  
Author(s):  
Jennifer A. Strangfeld
Keyword(s):  
Cultural Capital ◽  
Minority Students ◽  
Academic Dishonesty ◽  
First Generation ◽  
Writing Skills ◽  
Student Role ◽  
Racial Minority Students ◽  
Student Plagiarism ◽  
Class Hierarchies ◽  
Educational Histories

This research explores how college students’ broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu’s framework of cultural capital, whereby students’ decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students’ plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.

scholarly journals Academic Misconduct: An Investigation into Male Students’ Perceptions, Experiences & Attitudes towards Cheating and Plagiarism in a Middle Eastern University Context

2016 ◽  
Vol 6 (1) ◽  
pp. 158 ◽  
Author(s):  
Bilal M. Tayan
Keyword(s):  
Undergraduate Students ◽  
Academic Dishonesty ◽  
Information Source ◽  
Middle Eastern ◽  
Academic Misconduct ◽  
The Internet ◽  
First Year ◽  
Male Undergraduate ◽  
Students Attitudes ◽  
The University

Academic misconduct in many educational institutions in the Middle East is an inherent problem. This has been particularly true amongst the university student population. The proliferation of the Internet and the ownership of mobile and electronic devices, have, in part, witnessed rates of cheating, plagiarism and academic misconduct cases steadily increase across higher education contexts. Though the growth of the Internet as an information source and gateway to knowledge has increased substantially in recent years, it has, however, opened up a plethora of varying forms and rates of academic dishonesty. This study was conducted through an online Likert scale questionnaire. Its purpose was to investigate first year male undergraduate students’ attitudes, experiences and perceptions towards plagiarism and cheating in a university located in Saudi Arabia. The study aimed at addressing themes in relation to the meaning, forms, source, frequency and reasons of cheating and plagiarism. The study indicates that cheating and plagiarism is common among students, while a need to address student awareness and clarify student expectations towards academic integrity was also identified. The study also proposes several recommendations to alleviate the levels of academic misconduct, be it cheating in exams or plagiarising content, in the Saudi university context.

Plagiarism Perceptions among Undergraduates at Olabisi Onabanjo University, Nigeria

Mousaion ◽  
2020 ◽  
Vol 37 (4) ◽  
Author(s):  
Olayinka Buraimo ◽  
Olatope Siddiqah Oyedokun ◽  
Olufemi Francis Olusanya ◽  
Ronke Sowemimo Adekunmisi
Keyword(s):  
Academic Dishonesty ◽  
Sampling Technique ◽  
Academic Misconduct ◽  
University Management ◽  
Plagiarism Detection ◽  
Academic Planning ◽  
Ogun State ◽  
Multistage Sampling ◽  
Descriptive Survey ◽  
Influence Perceptions

Despite universities’ increasing awareness of the importance of maintaining academic integrity, students are still involved in plagiarism and other forms of academic misconduct. In order to address challenges associated with plagiarism, a thorough examination of conceptions and issues associated with plagiarism is required. This article therefore explores the knowledge and perceptions of plagiarism, reasons for committing plagiarism, and forms of plagiarism found among undergraduates at Olabisi Onabanjo University (OOU), Ogun state, Nigeria. A descriptive survey research design and a multistage sampling technique were adopted for the study. A questionnaire with a reliability index of 0.89 was used to collect data from 378 undergraduates, sampled from six faculties of the selected institution. The findings reveal that the respondents have good knowledge of plagiarism (  = 3.31) and that the majority perceive plagiarism as a menace and a criminal act (  = 3.20). The findings further reveal the desire to achieve high marks, fear of failure, and poor academic planning as respondents’ major reasons for committing plagiarism. It was also found that gender does not significantly influence perceptions of plagiarism, whereas the faculty the student belongs to does influence perceptions of plagiarism. Among other things, the study recommends that university management acquire and implement good commercial plagiarism detection software and also formulate, implement, and enact regulations on plagiarism and other forms of academic dishonesty.

Engineering students and faculty perceptions of academic dishonesty

2017 ◽  
Vol 25 (4) ◽  
pp. 378-393 ◽  
Author(s):  
Sami W. Tabsh ◽  
Akmal S. Abdelfatah ◽  
Hany A. El Kadi
Keyword(s):  
United Arab Emirates ◽  
Academic Dishonesty ◽  
Engineering Students ◽  
Faculty Perceptions ◽  
Academic Misconduct ◽  
Faculty Members ◽  
Content Type ◽  
American University ◽  
College Of Engineering

Purpose This paper aims to survey students and faculty from the College of Engineering at an American university in the United Arab Emirates about their perception on different issues related to academic dishonesty. Opinions were sought on plagiarism, inappropriate collaboration, cheating on exams, copyright violations and complicity in academic dishonesty. Reasons for students to commit dishonest acts and ways to reduce academic misconduct were also included. Design/methodology/approach A survey involving 11 questions with multiple choice answers was developed and distributed to engineering students and faculty at the institution to get their perception of the considered issues. Findings Results of the study showed that while faculty and students were generally in agreement in their perception of the frequency of academic dishonesty among students, they greatly differed on the courses of action needed to reduce them. Most faculty members favored applying tougher penalties and using more proctors in exams. On the other hand, students preferred softer approaches such as educating them on academic integrity issues, applying lenient deadlines for assignments and reducing the difficulty of exams. Research limitations/implications The conclusions and recommendations of the study are applicable to colleges of higher education having similar characteristics and culture to the surveyed institution. Practical implications The findings can be used to understand students’ behavior and faculty’s attitude toward academic dishonesty, and to assess the effectiveness of current strategies addressing the issue at similar universities in the region. Originality/value The conducted literature review indicated that this work is believed to be a pioneering case study in the Gulf Cooperation Council countries.

scholarly journals Investigating the probability of student cheating: The relevance of student characteristics,assessment items, perceptions of prevalence and history of engagement

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Michael L Kremmer ◽  
Mark Brimble ◽  
Peta Stevenson-Clarke
Keyword(s):  
Higher Education ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Fundamental Issue ◽  
University Administrators ◽  
Tertiary Sector ◽  
History Of ◽  
Student Cheating ◽  
Do So

Academic dishonesty is a fundamental issue in terms of the educational integrity of higher education institutions. Accordingly, there is a growing pool of literature that examines this issue. This study adds to this literature by investigating factors that may influence student engagement in academic misconduct. We examine the influence of the type of assessment items, age, gender, nationality, discipline and level of study and the students' self-reported history of cheating. Drawing from a survey of 1,057 students across four major Queensland universities, we find that a student's age, gender and nationality are useful in explaining the probability of a student cheating. Our key finding, however, suggests that the likelihood that a student will engage in any given cheating behaviour is most strongly influenced by the extent to which the student engages in other forms of cheating, supporting the notion of "once a cheat always a cheat". We conclude that more needs to be done to combat a culture of acceptance of academic dishonesty and to minimise defensive misconduct by students who otherwise might not engage in such behaviour. We suggest that university administrators devote increased resources to this issue and develop mechanisms for managing and curtailing the level of academic misconduct. A failure to do so may result in a further undermining of the academic integrity of the Australian tertiary sector.

scholarly journals Varying institutional procedures for dealing with student academic misconduct: A short comparative analysis

2020 ◽  
Author(s):  
Shiva Das Sivasubramaniam ◽  
Zeenath Reza Khan
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Focal Point ◽  
Academic Misconduct ◽  
European Network ◽  
Institutional Policies ◽  
Policies And Procedures ◽  
Comparative Manner

Establishing and maintaining academic integrity has always been a focal point amongst all higher education organisations. A few studies have been designed to compare the efficacy of measures/procedures amongst different institutions. Some other attempts were also made to compare the procedures for academic misconduct investigations amongst different institutions about handling potential plagiarisms and/or academic misconducts. The aim of this workshop based investigation was to show the participants, the importance of pro-activeness and practical awareness to establish institutional procedures for handling potential plagiarism and/or academic dishonesty. We wanted to show the inconsistencies in the approaches of conducting academic investigations relating to plagiarism related misconducts. We have carried out a simple Google® search and selected publicly available institutional policies and procedures of five different international universities representing different geographical representations. The comparison has highlighted the approaches to investigate plagiarism or academic misconduct are varied amongst these universities. Some institutional policies have established clearly defined processes, others have vague and ambiguous procedures. The study has highlighted the importance of investigating institutional procedures in a comparative manner. In order to provide some recommendation of institutional policies and procedures, we would work closely with the European Network of Academic Integrity (ENAI), and other international stakeholders to expand this study in a larger scale.

scholarly journals Catching lightning in a bottle: Surveying plagiarism futures

2021 ◽  
Vol 25 (3) ◽  
Author(s):  
Zachary Dixon ◽  
Kelly George ◽  
Tyler Carr
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Online Learning ◽  
Academic Dishonesty ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Data Driven ◽  
Digital Evidence ◽  
Learning Platforms ◽  
New Challenges

The digitization of higher education is evolving academic misconduct, posing both new challenges to and opportunities for academic integrity and its research. The digital evidence inherent to online-based academic misconduct produces new avenues of replicable, aggregate, and data-driven (RAD) research not previously available. In a digital mutation of the misuse of unoriginal material, students are increasingly leveraging online learning platforms like CourseHero.com to exchange completed coursework. This study leverages a novel dataset recorded by the upload of academic materials on CourseHero.com to measure how at-risk sample courses are to potential academic misconduct. This study’s survey of exchanged coursework reveals that students are sharing a significant amount of academic material online that poses a direct danger to their courses’ academic integrity. This study’s approach to observing what academic material students are sharing online demonstrates a novel means of leveraging digitized academic misconduct to develop valuable insights for planning the mitigation of academic dishonesty and maintaining course academic integrity.

Video Technology for Academic Integrity in Online Courses

2011 ◽  
pp. 289-300
Author(s):  
Judith Szerdahelyi
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Academic Misconduct ◽  
Video Production ◽  
High Tech ◽  
Face To Face ◽  
Two Factors

In addition to their traditional low-tech repertoire of cheating methods, students are now compromising academic integrity by utilizing sophisticated high-tech innovations to improve their grades. The inexperience of online faculty can also contribute to students’ academic misconduct when instructors employ a course design and/or assessment measures that are more appropriate for face-to-face courses. This chapter discusses how easy it is for students to “fake a course” and earn a grade in an online class without acquiring knowledge if a combination of two factors are present: 1) Using pedagogical tools unsuitable for measuring online performance, and 2) Violations of academic integrity. The purpose of the chapter is to present new methods of utilizing multimedia technology, more specifically student video production, to reduce the possibility of academic dishonesty and to improve the quality of teaching and learning.

scholarly journals Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand

2021 ◽  
Vol 12 ◽  
Author(s):  
Jason Michael Stephens ◽  
Penelope Winifred St John Watson ◽  
Mohamed Alansari ◽  
Grace Lee ◽  
Steven Martin Turnbull
Keyword(s):  
Academic Dishonesty ◽  
Academic Integrity ◽  
Natural Experiment ◽  
Online Courses ◽  
Academic Misconduct ◽  
Convenience Sample ◽  
The Past ◽  
Mixed Support ◽  
Two Samples ◽  
The University

The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous research has found this type of instruction to be effective in increasing students’ knowledge of academic integrity and reducing their engagement in academic dishonesty. The present study contributes to this literature with a natural experiment on the effects of the Academic Integrity Course (AIC) at The University of Auckland, which became mandatory for all students in 2015. In 2012, a convenience sample of students (n = 780) had been asked to complete a survey on their perceptions of the University’s academic integrity polices and their engagement in several forms of academic dishonesty over the past year. In 2017, the same procedures and survey were used to collect data from second sample of students (n = 608). After establishing measurement invariance across the two samples on all latent factors, analysis of variance revealed mixed support for the studies hypotheses. Unexpectedly, students who completed the AIC (i.e., the 2017 sample) reported: (1) significantly lower (not higher) levels of understanding, support, and effectiveness with respect to the University’s academic integrity policies; (2) statistically equivalent (not higher) levels of peer disapproval of academic misconduct, and; (3) significantly higher (not lower) levels of peer engagement in academic misconduct. However, results related to participants’ personal engagement in academic misconduct offered partial support for hypotheses – those who completed the AIC reported significantly lower rates of engagement on three of the eight behaviors included in the study. The implications and limitations of these findings are discussed as well as possible future directions for research.

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