A Scoping Review of Text-Matching Software Used for Student Academic Integrity in Higher Education

Text-matching software has been used widely in higher education to reduce student plagiarism and support the development of students’ writing skills. This scoping review provides insights into the extant literature relating to commercial text-matching software (TMS) (e.g., Turnitin) use in postsecondary institutions. Our primary research question was “How is text-matching software used in postsecondary contexts?” Using a scoping review method, we searched 14 databases to find peer-reviewed literature about the use of TMS among postsecondary students. In total, 129 articles were included in the final synthesis, which comprised of data extraction, quality appraisal, and the identification of exemplar articles. We highlight evidence about how TMS is used for teaching and learning purposes to support student success at the undergraduate and graduate levels.

Student Plagiarism: Never-Ending Challenges and Possibilities for Faculty

Student plagiarism is a never-ending challenge for faculty. This column introduction shares faculty experiences as well as some successful interventions. The author grounds faculty student plagiarism struggles with the humanbecoming teaching-learning module and reminds faculty to address the issue for the benefit of the student and the discipline.

Plagiarism in the Graduate Nursing Program: Occupation Stress or Lack of Knowledge?

Student plagiarism has always been a concern for nursing faculty. Faculty have noticed an increase in graduate student plagiarism during COVID-19. While research regarding plagiarism and graduate nurses and occupational stress and plagiarism is sparse, neurobehavioral research on decision-making provides some clues for faculty concerned about graduate nurses working and attending school during a pandemic.

Readymade Solutions and Students’ Appetite for Plagiarism as Challenges for Online Learning

In the context of the COVID-19 pandemic, the importance of online learning has increased. Inherently, the stakes of a sustainable approach to the challenges raised by the wide access to the Internet, the use of readymade solutions to meet didactical tasks, and students’ appetite for plagiarism have become higher. These challenges can be sustainably managed via a procedure aimed at constructively converting students’ appetite for plagiarism (SAP conversion) into a skill of critically approaching relevant materials that are available online. The solutions proposed by the specialized literature concerned with the problem of plagiarism can be grouped into five categories: better trained students, more involved teachers, the use of anti-plagiarism software, clear anti-plagiarism policies, and ethical education of the youths. The SAP conversion procedure is a solution targeting increased involvement on behalf of teachers. Its partial application in the case of the disciplines included in the undergraduate educational program of Sociology conducted by the Transylvania University of Brasov, where students’ evaluation is based on essays, has considerably decreased the amount of student plagiarism.

Faculty perceptions of student plagiarism and interventions to tackle it: a multiphase mixed-methods study in Qatar

Background The widespread use of the internet and other digital resources has contributed to the escalation of plagiarism among medical students and students of other healthcare professions. Concerns were raised by faculty at Weill Cornell Medicine-Qatar (WCM-Q), a branch of Weill Cornell Medicine of Cornell University in New York, who had been observing plagiarism in students’ assignments. Methods To identify the extent of plagiarism practices and their contributing factors, a two-phase mixed-method research study was conducted, comprising a survey administered in 2013, followed by longitudinal interventions, and a second survey in 2017 to measure the impact of the interventions. Results By Phase II, overall observed plagiarism incidents per year decreased from 44 to 28%, and the number of faculty who observed no plagiarism incidents increased significantly from 12 to 37%. The faculty concerned about student plagiarism decreased by 33% [53.1 to 20%] between Phase I and Phase II. Conclusion When students are provided with information regarding what constitutes plagiarism and their institution’s policy in response to plagiarism incidents, they are less likely to engage in such practices.

A STUDY OF INDONESIAN LECTURERS' PERCEPTION ON STUDENT PLAGIARISM

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.

Demystifying student plagiarism in academic writing: Towards an ‘educational’ solution

Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little consideration of proactive and educational measures that can address the primary reasons for plagiarism and foster a community of academic integrity on their campuses. The purpose of this paper is, therefore, to interrogate the treatment of plagiarism in universities, and provide recommendations for better educational approaches to address this issue in proactive ways that also acknowledge the complex, contextual background of the South African higher education landscape. Understanding the primary reasons students plagiarise is critical in finding educational rather than punitive solutions to address the issue.