A Wake-Up Call? Issues With Plagiarism in Transnational Higher Education

Palmer, Anne; Pegrum, Mark; Oakley, Grace

doi:10.1080/10508422.2018.1466301

Cited by 33 publications

(33 citation statements)

References 59 publications

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“…Common reasons for plagiarism reported by previous research include students' unawareness of plagiarism, citation conventions, and university policies. Students might plagiarise due to inadequate understanding of plagiarism (Devlin & Gray, 2007;Ellery, 2008;Eret & Ok, 2014;Farahian et al, 2021;Gullifer & Tyson, 2010;Palmer et al, 2019;Pecorari & Petric, 2014;Perkins et al, 2018) and what constituted the behaviour (Babaii & Nejadghanbar, 2017;Song-Turner, 2008;Tran, 2012). Plagiarising students might be unaware of citation conventions (Abasi & Graves, 2008;Adhikari, 2018;Amiri & Razmjoo, 2016;Bamford & Sergiou, 2005;Belter & Du Pré, 2009;Chen & Chou, 2016;Devlin & Gray, 2007;Selemani et al, 2018;Walker & White, 2014).…”

Section: Personal Factorsmentioning

confidence: 99%

“…The literature suggests that students may breach academic integrity principles if opportunities to plagiarise are available. Most students thought plagiarising was an effortless way to pass (Chien, 2017;Comas-Forgas & Sureda-Negre, 2010;Kokkinaki et al, 2015;Palmer et al, 2019) because it was simpler than doing the work (Chien, 2017;Comas-Forgas & Sureda-Negre, 2010;Kokkinaki et al, 2015;Palmer et al, 2019). Some researchers suggest that the ease of plagiarism is due to the booming popularity (Marshall & Garry, 2005;Sutherland-Smith, 2008) and easy accessibility of the internet (Amiri & Razmjoo, 2016;Curtis & Vardanega, 2016;Evering & Moorman, 2012;Hyland, 2011;Kokkinaki et al, 2015;Zhang, 2016).…”

Section: Contextual Factorsmentioning

confidence: 99%

“…McCabe and Stephens (2006) and Stephens et al (2007) asserted that the internet did not cause student plagiarism but facilitated and exacerbated the issue. Others pointed out the influences of digital literacy growth on plagiarism (Badke, 2007;Ma et al, 2008;Palmer et al, 2019 Marginson's (2014) student self-formation theory, which relates to the self-formation of international students, and discusses the applicability of the theory in educational research.…”

Section: Contextual Factorsmentioning

confidence: 99%

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

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Section: Personal Factorsmentioning

confidence: 99%

Section: Contextual Factorsmentioning

confidence: 99%

Section: Contextual Factorsmentioning

confidence: 99%

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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“…Research has shown that students are bewildered with what constitutes plagiarism or not (A. Palmer et al, 2019) and by the mixed signals they received from their professors (A. Palmer et al, 2019).…”

Section: Teaching Skills and Knowledge To Prevent Plagiarismmentioning

confidence: 99%

“…Palmer et al, 2019) and by the mixed signals they received from their professors (A. Palmer et al, 2019). Students would certainly benefit from clear directives and from knowing the expectations are the same from all the professors in their program (Grohe et al, 2013).…”

Section: Teaching Skills and Knowledge To Prevent Plagiarismmentioning

confidence: 99%

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Peters

Cadieux

2019

Int J Educ Integr

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Max 150 words. If possible, please submit your abstract in both English and French. When writing an assignment, most students start by searching for information online, which they integrate in their writing and conclude by producing a bibliography for the sources used. They use their informational, writing and referencing skills to do this as well as refer to their plagiarism knowledge to make sure their text is exempt from plagiarism. In this paper, we examined which skills and knowledge students feel the need to further develop in university to prevent plagiarism in their assignments. Professors were also questioned as to their perceptions of their students' skills development during their pre-university studies. Questionnaires were administered in six Quebec Universities to students (n = 1170) and professors (n = 279). Results show that students feel the need for more training while professors expect students to have already mastered the skills and knowledge to prevent plagiarism. Recommendations are made on how to implement better training for students through a program approach. Lors de la rédaction d'un devoir, la plupart des étudiants universitaires commencent par chercher des informations en ligne, qu'ils intègrent dans leur rédaction et terminent en produisant une bibliographie des sources utilisées. Ils utilisent leurs compétences informationnelles, rédactionnelles, et de référencement documentaire et se réfèrent à leurs connaissances en matière de plagiat pour s'assurer que leur texte en soit exempt. Dans cet article, nous avons examiné les compétences et les connaissances que les étudiants ressentent le besoin de développer davantage à l'université pour prévenir le plagiat dans leurs travaux. Les professeurs ont également été interrogés sur leur perception du développement des compétences de leurs étudiants durant leurs études pré-universitaires. Des questionnaires ont été administrés dans six universités québécoises à des étudiants (n = 1170) et à des professeurs (n = 279). Les résultats montrent que les étudiants ressentent le besoin d'une formation plus poussée alors que les professeurs s'attendent à ce que les étudiants maîtrisent déjà les compétences et les connaissances nécessaires pour prévenir le plagiat. Des recommandations sont formulées sur la façon de mettre en oeuvre une meilleure formation pour les étudiants par le biais d'une approche-programme.

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Addressing Academic Misconduct in Transnational Education Computing Courses

Lancaster

2019

Transnational Higher Education in Computing Courses

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A Wake-Up Call? Issues With Plagiarism in Transnational Higher Education

Cited by 33 publications

References 59 publications

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Are Canadian professors teaching the skills and knowledge students need to prevent plagiarism?

Addressing Academic Misconduct in Transnational Education Computing Courses

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