scholarly journals Punishment or Policy Change: A Case of Plagiarism in a Dissertation

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Patricia Deubel
Keyword(s):  
Academic Integrity ◽  
Doctoral Degree ◽  
Academic Misconduct ◽  
Legal Issues ◽  
Prevention Strategies ◽  
Plagiarism Detection ◽  
Manual Analysis ◽  
The University ◽  
Dissertation Committee

This article examines a case of plagiarism in a dissertation, which was found after the doctoral degree had been awarded. Plagiarism detection is discussed in relation to the methodology, which included manual analysis, Google searches, and originality reports from Turnitin. Questions on the role of the dissertation committee, processes used to complete the dissertation, and consequences of plagiarism are addressed, as well as factors influencing a decision to report the case. Procedures for reporting plagiarism allegations and those the university used to investigate are included. Because this case illustrates that revoking a degree is not necessarily a sanction when plagiarism is proven, the article delves into legal issues surrounding policies for adjudicating allegations of academic misconduct and revoking degrees. Plagiarism prevention strategies are provided to illustrate the joint responsibility of a university, faculty, and students to prevent cases such as this one from ever happening. Universities are prompted to examine and uphold existing academic integrity and plagiarism policies and to develop appropriate policies for dealing with plagiarism if they do not exist.

Assessing and Addressing Academic Integrity at a Doctoral Extensive Institution

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Carrie L Zelna ◽  
Marilee J Bresciani
Keyword(s):  
Higher Education ◽  
Academic Integrity ◽  
Educational Interventions ◽  
Academic Misconduct ◽  
Self Report ◽  
Campus Community ◽  
Current Trends ◽  
Research I Institution ◽  
The University

Based on concerns regarding current trends in higher education, one Research I institution set out to measure knowledge, attitudes, behavior, and perceptions related to academic misconduct. Through a self-report survey, trends specific to the university’s community as well as educational interventions were identified to further educate the campus community about academic integrity in order to reduce academic misconduct.

scholarly journals Understanding Academic Misconduct

2006 ◽  
Vol 36 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Julia M. Christensen Hughes ◽  
Donald L. McCabe
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
Educational Opportunities ◽  
Assessment Practice ◽  
Knowing That ◽  
Canadian Higher Education ◽  
Institutional Strategies ◽  
The University

Research suggests that the majority of U.S. undergraduate students have engaged in some form of misconduct while completing their academic work, despite knowing that such behaviour is ethically or morally wrong. U.S.-based studies have also identified myriad personal and institutional factors associated with academic misconduct. Implicit in some of these factors are several institutional strategies that may be implemented to support academic integrity: revisiting the values and goals of higher education, recommitting to quality in teaching and assessment practice, establishing effective policies and invigilation practices, providing educational opportunities and support for all members of the university community, and using (modified) academic honour codes. There is a dearth of similar research in Canada despite growing recognition that academic misconduct is a problem on Canadian campuses. This paper suggests that Canadian higher education can learn much from the U.S. experience and calls for both a recommitment to academic integrity and research on academic misconduct in Canadian higher education institutions.

scholarly journals PROBLEM FIELD OF INNOVATIVE EDUCATION

2021 ◽  
Vol 18 (3) ◽  
pp. 53-58
Author(s):  
M.V. Pashkov ◽  
◽  
S.D. Savin ◽  
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
Academic Integrity ◽  
Information Technologies ◽  
Educational Process ◽  
Higher Education System ◽  
Ethical Concerns ◽  
The University ◽  
Role Of Information

A problem of the dual role of information technologies’ introduction to the educational process and its institutionalization in the higher education system are analyzed in the article. From sociological perspective the authors distinguish the factors of the influence of globalization and commercialization on structure of higher education, as well as to its implementation approaches. Such crucial social problems as social inequality and "digital divide", "managerialism" of the university structure with lack of creative selforganization, and the strengthening of ethical concerns of academic integrity standards in education are highlighted.

scholarly journals Developing a university-wide academic integrity E-learning tutorial: a Canadian case

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Lyle Benson ◽  
Kristin Rodier ◽  
Rickard Enström ◽  
Evandro Bocatto
Keyword(s):  
Academic Integrity ◽  
Large Scale ◽  
Academic Misconduct ◽  
Post Secondary ◽  
Qualitative Feedback ◽  
Post Test ◽  
E Learning ◽  
Education Tool ◽  
The University

Abstract Academic integrity has become a significant point of concern in the post-secondary landscape, and many institutions are now exploring ways on how to implement academic integrity training for students. This paper delineates the development of an Academic Integrity E-Learning (AIE-L) tutorial at MacEwan University, Canada. In its first incarnation, the AIE-L tutorial was intended as an education tool for students who had been found to violate the University’s Academic Integrity Policy. However, in a discourse of the academic integrity process, the University reimagined it from only emphasising the increased understanding and strengthened commitment of students found to have committed academic misconduct to a proactive focus with education for all students. The purpose of the present paper is three-fold: first, describe the development of the AIE-L tutorial as an experiential case study; second, improve the content of the AIE-L tutorial through students’ quantitative and qualitative feedback; third, calibrate the pre and post-test questions for content validity for a forthcoming large-scale measurement of the AIE-L tutorial effectiveness.

scholarly journals Preventing Plagiarism and Fostering Academic Integrity: A Practical Approach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Nicole Brown ◽  
Rosalind Janssen
Keyword(s):  
Academic Integrity ◽  
Plagiarism Detection ◽  
Formal Evaluation ◽  
Detection Software ◽  
Practical Experiences ◽  
The Individual ◽  
The Impact ◽  
Further Development

Although plagiarism, cheating and academic integrity receive increased attention, literature provides little practical advice or strategies on how to approach these topics with students. In this paper we describe a case study in relation to an intervention we have developed to help our students prevent plagiarism and to foster academic integrity amongst our studentship. In the two hour workshop students are supported in gaining a deeper understanding of what plagiarism is and provides them with practical examples of how plagiarism can be avoided. In the context of the workshop plagiarism is discussed in its many forms of the intentional and unintentional stealing or appropriating of ideas that are not credited accordingly (Helgesson & Eriksson, 2015). The intervention also encompasses discussions around academic integrity and what academic integrity means in theory and in practice. The six steps in our intervention are a sorting activity (what is plagiarism?), the presentation of real cases (what is the impact of plagiarism?), practising to synthesise ideas (how can I prevent plagiarism), the role of plagiarism-detection software such as Turnitin (how can I check for plagiarism?), the formulation of an integrity code and a summary of the content covered in the session (what do I know now?). The intervention draws upon research and practical experiences and is designed in such a way that with adaptations it can be delivered to all levels of students and courses. Following the presentation of the individual elements of the workshop the article concludes with a brief outline of a research project in relation to our workshop, which will be used to inform our further development of the intervention but also to provide a more formal evaluation of its effectiveness.

scholarly journals Effectiveness of Coaching Interventions using Grammarly Software and Plagiarism Detection Software in Reducing Grammatical Errors and Plagiarism of Undergraduate Researches

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Genaro V. Japos
Keyword(s):  
Academic Integrity ◽  
Academic Discipline ◽  
Pearson Correlation ◽  
Writing Style ◽  
Plagiarism Detection ◽  
Grammatical Errors ◽  
Student Researchers ◽  
Detection Software ◽  
Keywords Education ◽  
The University

Grammar checker and plagiarism software are indispensable tools in aiding researchers to identify and correct their mistakes. The study examined the errors detected by grammarly software and plagiarism software and how these were reduced due to coaching interventions. The study used the descriptive and inferential research design involving 47 specimens of student research as undergraduate theses written as publishable paper. These papers were intended for the Advancing Research Journals by academic discipline available online, cross referenced and indexed.  The study involved a statistical analysis of data derived from software reports tested through the use of t-test and Pearson correlation. The results showed significant reductions in the occurrence of the grammar errors indicating that the coaching interventions were effective. There is also an inverse, moderate and significant correlation between occurrence of grammatical score and plagiarism. The study concludes that those who commit higher incidents of plagiarism also have lower commission of grammatical errors. When students are poor in writing style and vocabulary use, their score for originality increases.  The study recommends for adoption of academic integrity policies to curb grammar and plagiarism occurrences among student researchers in the university. Keywords: Education, Grammar checker, plagiarism detector accumulator, plagiarism detection, coaching, descriptive design, Cagayan de Oro City, Philippines

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.

scholarly journals Plagiarism and ghostwriting: The rise in academic misconduct

2016 ◽  
Vol Volume 112 (Number 5/6) ◽  
Author(s):  
Shawren Singh ◽  
Dan Remenyi ◽  
◽  
Keyword(s):  
21St Century ◽  
Academic Integrity ◽  
Academic Misconduct ◽  
University Education ◽  
University System ◽  
The Past ◽  
Postgraduate Level ◽  
History Of ◽  
The University ◽  
Examination Paper

Abstract The aim of this paper is to review the current situation regarding plagiarism and ghostwriting, and to stimulate debate about how universities should respond to the rise in these forms of academic misconduct. The apparent upsurge in academic misconduct means that universities today face one of the greatest challenges to academic integrity they have had to deal with ever since the university system came into existence some 800 years ago. Plagiarism and ghostwriting are undermining the integrity of university degrees to an extent not seen before. Academia and fraud are not strangers. Universities have a long history of cheating of one sort or another, often associated with examinations, but also with research. In the past this cheating involved activities such as smuggling notes (commonly called ‘crib sheets’) into examinations, and consulting them even under the watchful eyes of invigilators. It also involved students obtaining sight of an examination paper in advance. The fraudulent creation of research results has also been an issue. However, in the 21st century, the opportunities for cheating have exploded. This has resulted in universities becoming more concerned about ensuring the integrity of their examination processes and the degrees they award. Our paper focuses on cheating in the writing of dissertations or theses required at undergraduate or postgraduate level, with an emphasis on plagiarism and ghostwriting. We do not propose a simple solution to these problems, as preventing or stopping cheating is not just a matter of catching the wrongdoers. Cheating is endogenous to the current university education system, and needs to be addressed in terms of not only prevention and detection but also how people who are found to engage in such misconduct are treated. We suggest that creative ways of promoting learning would help to minimise cheating at universities. It is also important to ensure that the issue is discussed openly among students and faculty staff.

scholarly journals The role of faculty members in the official Jordanian universities  in enhancing academic integrity from their own perspective: دور أعضاء هيئة التدريس في الجامعات الأردنية الرسمية في تعزيز النزاهة الأكاديمية من وجهة نظرهم أنفسهم

2020 ◽  
Vol 4 (22) ◽  
Author(s):  
Taghreed Radwan AL-Momani
Keyword(s):  
Academic Integrity ◽  
Faculty Members ◽  
Academic Rank ◽  
Scientific Advice ◽  
Statistical Significant Difference ◽  
Significant Difference ◽  
Descriptive Approach ◽  
The University ◽  
Hashemite University

The study aimed to identify the role of faculty members in public Jordanian universities in enhancing academic integrity from their own perspective, and its relationship to some variables, the study used the descriptive approach and relied on the questionnaire that was applied to a sample of (300) faculty members from the universities members at the University of Jordan, Yarmouk University and Hashemite University, were chosen by a random stratified way, and the results of the study showed that the role of faculty members in public Jordanian universities in enhancing academic integrity from their own perspective, came in moderate level)3.36/5)and the results of the study showed the presence of statistical significant difference in changing faculty members attributed to the variable type The college and scientific advice, and the absence of an effect for the academic rank variable, and According to the results, The study recommended the necessity of enhancing integrity of the employees and spreading awareness among them.

scholarly journals A UK institution's university-wide approach to plagiarism:

2006 ◽  
Vol 2 (1) ◽  
Author(s):  
Christina Mainka ◽  
Scott Raeburn ◽  
Shirley Earl
Keyword(s):  
Role Model ◽  
Action Plan ◽  
Good Practice ◽  
Student Support ◽  
Academic Misconduct ◽  
Plagiarism Detection ◽  
Record Keeping ◽  
Support Materials ◽  
Detection Software ◽  
The University

Research and consultations in session 2003/2004 by a University's Plagiarism Working Group uncovered a poor understanding of plagiarism and inconsistent handling procedures throughout its schools. In an effort to address both these issues, a strategic 2-year Action Plan was developed and rolled out beginning the following academic year in order to improve student support, staff awareness and more consistent practice overall. The plan included a pilot using the detection software service, Turnitin'UK, with five of the University's 14 schools. The pilot was only one of a series of university-wide deliberations, others included the revision and piloting of a University Plagiarism Code of Practice, implementation of school-based academic conduct officers, improved staff development opportunities and student support materials and events. One school in the University has served as a role model of good practice throughout. Noteworthy is the school's record keeping practice since session 2001/02 of incidences of plagiarism and other academic misconduct. In the paper we present the factors such as gender, nationality and level of study that have been found linked to the incidences of plagiarism in the school. Additionally, the role plagiarism detection software plays in addressing plagiarism is explored within the collaborative and holistic approach of the Action Plan. Finally, the challenges and resistance faced by key players throughout the implementation of the first phase of the Action Plan at the University are considered and the commitment to continuous enhancement recognised.

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