Machine translation in the multilingual classroom

Machine Translation (MT), the process by which a computer engine such as Google Translate or Bing automatically translates a text from one language into another without any human involvement, is increasingly used in professional, institutional and everyday contexts for a wide range of purposes. While a growing number of studies has looked at professional translators and translation students, there is currently a lack of research on non-translator users and uses in multilingual contexts. This paper presents a survey examining how, when and why students at Leiden University’s Faculty of Humanities use MT. A questionnaire was used to determine which MT engines students use and for what purposes, and gauge their awareness of issues concerning privacy, academic integrity and plagiarism. The findings reveal a widespread adoption of Google Translate and indicate that students use MT predominantly to look up single words, as an alternative to a dictionary. Many seemed sceptical about the value of MT for educational purposes, and many assumed that the use of MT is not permitted by lecturers for graded assignments, especially in courses focusing on language skills. The results demonstrate a clear need for more MT literacy. Students may not need practical training in how to use MT, but there is much room for improvement in terms of when and why they use it.

Academic Integrity of Tourism Students

The purpose of this chapter is to discuss the academic integrity of undergraduate tourism students amid the new normal. The chapter focuses on understanding the underlying reasons that instigate tourism students to cheat in written assignments. The findings reveal that tourism students are motivated to cheat by both internal and external factors. Individual or personal factors, such as students' characters, their knowledge, abilities, interests, levels of motivation, and commitment would affect the intention to cheat. Furthermore, time-related situations, the course itself, the assignment topic, demands of the assignment and the informing process, the teacher and the teaching process, the course materials, availability of the academic sources, the teaching, and the assessment environments are situational and/or contextual factors that instigate the students to cheat on their written assignments.

Ensuring Academic Integrity in Online Assessments: A Literature Review and Recommendations

During the recent COVID-19 outbreak, educational institutions have transitioned to online teaching for all students for most of the programs. Due to lack of in-person interactions and monitoring, assessments in online courses may be more susceptible to contract cheating, collusion, fabrication and other types of academic misconduct than the assessments in face-to-face courses. This situation has raised several research questions that need immediate attention, such as what are the best possible options for online assessments and how to administer online assessments so that academic integrity could be preserved. The authors have conducted a scoping study and carried out an extensive literature review on i) different types of assessments that are suitable for online courses, ii) strategies for ensuring academic integrity, and iii) methods, tools and technologies available for preventing academic misconduct in online assessments. It is evident from the literature review that there are a range of options available for designing assessment tasks to detect and prevent violations of academic integrity. However, no single method or design is enough to eliminate all sorts of academic integrity violations. After thorough research and analysis of existing literature, the authors have provided a comprehensive set of recommendations that could be adopted for ensuring academic integrity in online assessments.

Resetting Integrity Through Communication on Plagiarism: University Classrooms Weaving Values into the Social Fabric

Academic dishonesty manifested in the proliferating acts of plagiarism can be eradicated by returning to value teaching. In a study involving 37 first-year students in one academic year, a single-group quasi-experimental procedure with mixed qualitative and quantitative analyses of students’ assignments was performed. The procedure involved diagnosing plagiarism by strategic manual detection and classification of occurrences and recording the frequency of occurrence. The objective was to examine the effects of communicating about plagiarism by the designed plagiarism integrity narratives (PIN) intervention on students’ integrity based on their source-attribution practices. In the first semester, an assignment was administered without any word on plagiarism as the baseline data for students’ academic integrity at pre-test. In the second semester, the post-PIN-intervention assignment set with similar cognitive demand as the first was administered. The post-PIN intervention showed 76% of students taking steps to not succumb to plagiarism, far outweighing the 5% not taking heed. Of those who acknowledged information sources, 14% showed excellent referencing skills, capturing the potential first-year role model. In terms of outsourcing and attribution combined, the PIN intervention offered a 95% transformation of moral values, hinting at the possibility of resetting academic integrity via communication and clear directives. Lifting plagiarism rules as a “litmus test” (third assignment) revealed 28% integrity-ready students applying the fundamental attribution rules. Outstanding referencing skills and honesty were portrayed by a self-regulated student who had internalized academic integrity. The findings signal the possibility of curbing plagiarism in university classrooms and nurturing students to start weaving values into the social fabric.

Compliance and resistance: How performance measures make and unmake universities

How individuals comply with, and resist performance measures and metrics can be seen as a key concern in management and organization. Recent literature has advanced our understanding of compliance as a social practice which is often related to resistance. Yet, compliance is seen as something we equate with simply yielding to power without any agency. We address this theme with a study of the effects of managerialism on academic work. More specifically, we investigate the introduction of measures and controls to improve PhD completion times in a research-intensive UK university. Our findings show that despite most of our respondents voicing concerns about the reductionist nature of the target and the consequences for quality, the large majority of academics we talked to complied with the measure. We identify three compliance types that demonstrate compliance is an interpretative process. We make two principal contributions with this paper. First, we offer insights into why compliance deserves analytic attention as a social practice in its own right, as something that goes beyond mere consent. Second, we analyze the impact of managerialism on higher education through the lens of compliance. We use these insights to reflect on how compliance was linked to resistance and the effects of different compliance practices on academic work which ranged from shifting responsibilities to challenging academic integrity.

Sponsoring Academic Integrity: The Role of Human and Informational Sources of Scholarship in Adoption of Plagiarism-Avoiding Techniques among Research Students of Social Sciences

Plagiarism is a serious offense that defies the ethics of scholarship and research. Research students need to pay substantive attention to the dynamics and contours of plagiarism in their creative, ethical, and academic endeavors. Scholarship avenues such as online tutorials and work assignments are important sources of instructions for plagiarism-avoidance among students. The current study explores the frequency of consultation of scholarship avenues and the usage of plagiarism-avoidance techniques among research students in social sciences. The study also recommends a scale to investigate plagiarism-avoidance techniques. Furthermore, it also examines the level of the study in predicting the usage of plagiarism-avoidance. Using the online survey technique, 108 research students from Pakistan were sampled. The questionnaire was uploaded on several student-based research groups of social media, including; Facebook, and Yahoo groups. Bivariate linear regression analysis was used for hypothesis testing. Findings revealed that scholarship avenues lead to greater usage of plagiarism-avoidance techniques among research students (R2=0.065). Supervisors, class-fellows, colleagues, and faculty of the department are prominent human scholarship avenues. Similarly, articles and books from the web, books from the library, the anti-plagiarism policy of the Higher Education Commission (HEC), and lectures delivered in the classroom were leading informational scholarship avenues. Stage of the study and consultation of the scholarship avenues were predictors of usage of plagiarism-avoidance techniques. It is recommended that (i) plagiarism-avoidance is promoted through prevention rather than detection, and that (ii) scholarship avenues (e.g. delivering lectures, institutional policy, and interaction with relevant websites) are used for enhancing awareness about intellectual dishonesty.

Think Like a Cheater or How to Increase the Uniqueness of the Text

The purpose of the article is to investigate and theoretically justify ways to increase the percentage of the scientific paper uniqueness, defining the basic procedure of text modification based on studying the principles sites work designed to increase the originality of the research material artificially. Research methodology. The authors have applied general scientific research methods as empirical, analysis, logic, comparison, experiment, and visualisation methods to achieve the purpose. Scientific novelty. The article first describes the working principle of the following sites ‘The First Ukrainian Service to Increase Uniqueness and Reduce Plagiarism’, ‘Pidvyschyty-antiplagiat.rf’, ‘Anti-antiplagiat.rf’, ‘Anti-plagiat killer’, the work’s mechanism of which is to increase artificially the originality of the text. Conclusions. The study has established that eye-catching site titles that promise to increase the percentage of the work uniqueness are not a guarantee that such cheat will not be noticed during verification. Identifying methods for modifying the text of the scientific paper is one of a specialist’s tasks who checks academic papers. Therefore, there is an increasing need to deepen knowledge in the field of computer technology every time, to develop the ability to think logically, to improve the level of qualifications, getting acquainted with the experience of colleagues. The presence of anti-plagiarism systems, the software of which is constantly updated, simplifies the search for matches, saves time and human resources aimed at analysing the submitted file and identifying signs of academic integrity violation.

Resisting Crisis Surveillance Capitalism in Academic Libraries

In this paper, we consider what we identify as crisis surveillance capitalism in higher education, drawing on the work of Naomi Klein and Shoshana Zuboff. We define crisis surveillance capitalism as the intersection of unregulated and ubiquitous data collection with the continued marginalization of vulnerable racial and social groups. Through this lens, we examine the twinned crisis narratives of student success and academic integrity and consider how the COVID-19 pandemic further enabled so-called solutions that collect massive amounts of student data with impunity. We suggest a framework of refusal to crisis surveillance capitalism coming from the work of Keller Easterling and Baharak Yousefi, identifying ways to resist and build power in a context where the cause of harm is all around and intentionally hidden.