Academic faculty conceptualisation and understanding of plagiarism – a Thai university exploratory study

Khathayut, Phanlapa; Walker‐Gleaves, Caroline

doi:10.1080/0309877x.2020.1795093

Cited by 9 publications

(5 citation statements)

References 32 publications

(47 reference statements)

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“…We have explained that there have been cases where accused plagiarists did not receive any formal punishment. This can be because the university did not take serious attention in handling the plagiarism issue (Khathayut and Walker-Gleaves 2021 ). In regard to Djaali’s five doctoral students (Rosser 2022 ; Sumandoyo 2017 ), they were even given a chance to rewrite the doctoral thesis.…”

Section: Discussionmentioning

confidence: 99%

“…A study conducted by Khathayut and Walker-Gleaves ( 2021 ) about the understanding of plagiarism at a university in Thailand found that many lecturers have limited understanding and low awareness of plagiarism. This will affect how the university sees plagiarism, whether it is considered a serious problem, and how it takes action to handle it.…”

Section: Discourse Culture and Powermentioning

confidence: 99%

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Denying the accusation of plagiarism: power relations at play in dictating plagiarism as academic misconduct

Putra

Jazilah²,

Adishesa

et al. 2022

High Educ

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In academia, plagiarism is considered detrimental to the advancement of sciences, and the plagiarists can be charged with sanctions. However, the plagiarism cases involving three rectors of universities in Indonesia stand out, as they could defend their stand for not committing academic misconduct despite evidence found. By analyzing the three rectors’ cases, the present study aims to answer how power relations take a role in plagiarism discourse in Indonesia, particularly in determining what is considered academic misconduct and what is not. By employing critical discourse analysis, we found that when the accusation of plagiarism appears during rectorial elections, the accused could equivocate that the accusation was meant to undermine them as a political opponent. When the accused plagiarists win the election, they have more power to deny and tackle the accusations of plagiarism. The findings indicate that plagiarism issues can be politicized, in which by those in power it can be used as a tool to undermine their political opponents, whereas the accused plagiarists can claim that the actual problem is personal and not about plagiarism. It is also shown that in the real context, whether something is called plagiarism or not is subject to interpretation by those in power. Supplementary Information The online version contains supplementary material available at 10.1007/s10734-022-00875-z.

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Section: Discussionmentioning

confidence: 99%

Section: Discourse Culture and Powermentioning

confidence: 99%

Denying the accusation of plagiarism: power relations at play in dictating plagiarism as academic misconduct

Putra

Jazilah²,

Adishesa

et al. 2022

High Educ

View full text Add to dashboard Cite

show abstract

“…They do citations and use correct references because plagiarism in academic work is a crime. Khathayut and Walker-Gleaves (2021) have mentioned that higher education staff can avoid plagiarism by keeping writing honestly through paraphrasing. Based on Table 7, eight items are asked to the English lecturers about creating information.…”

Section: %mentioning

confidence: 99%

English Lecturers’ Digital Literacy and Their Scientific Publication: Seeking the Correlation

Roza

2021

Lingua Cultura

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The research aimed at seeking the correlation between English lecturers’ digital literacy and their productivity in publishing their research articles. It applied a quantitative research by correlating the variables between the online questionnaire result of English lecturers’ digital literacy and lecturers’ scientific publication data from their Google Scholar accounts and Science and Technology Index Portal or SINTA Portal of the Republic of Indonesia. The research population was all permanent English lecturers at State Islamic Higher Education in West Sumatera. There were 65 respondents in three institutions, but only 85% of participants gave feedback on the online questionnaire. The questionnaire was about the digital literacy of English lecturers in using and finding digital information and technology. The research also accounted online journal publication of each English lecturer in his/her account. To analyze the data, the research used the Pearson correlation formula. The finding reveals a positive correlation between English lecturers’ digital literacy and their research publication, as shown by the Pearson correlational coefficient, 0,48. The score lies between 0,40-0,59, which is under sufficient category. The result implies that English lecturers’ digital literacy has something to do with publication. The more digitally literate they are, the more productive they will be, even though there are other factors that influence someone to carry out the publication.

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“…On the other hand, the lecturers had both limited understanding and low awareness of plagiarism, and their conceptualization as a problem of scholarship and moral behavior was unsophisticated at best and a matter of ambivalence at worst [20].…”

Section: Introductionmentioning

confidence: 99%

The Faculty Awareness on Plagiarism Issue

Hasanah¹,

Dewantara²

2022

Advances in Social Science, Education and Humanities Research

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The issue of plagiarism is increasingly widespread along with technological developments. The ease of accessing digital information forces academics to be more attentive to the issue of plagiarism. Related to the issue, this study explores the awareness of academics on the act of plagiarism. This study applied a quantitative method using a questionnaire involving 55 faculties at IAIN Bone. The result of the study shows that about 92.7% of the faculty dedicated to introducing general knowledge of plagiarism, including the terms and forms of plagiarism to students, then 63% the faculty find the students they teach or supervise committing plagiarism in academic writing, in addition approximately 85, 5%, made certain efforts related to the prevention of students' plagiarism. Kinds of prevention efforts that the faculty eventually done include introducing students to the risks of plagiarism, educating students on how to deal with plagiarism through providing tips and tricks to avoid it, warning students by giving sanctions for those who commit plagiarism, and using plagiarism detection tools/software to detect plagiarism on students' assignment. In conclusion, academics have made efforts to introduce the issue of plagiarism to students but still need to make continuous efforts to minimize the occurrence of academic dishonesty, especially plagiarism issues at the higher education level.

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Academic faculty conceptualisation and understanding of plagiarism – a Thai university exploratory study

Cited by 9 publications

References 32 publications

Denying the accusation of plagiarism: power relations at play in dictating plagiarism as academic misconduct

Denying the accusation of plagiarism: power relations at play in dictating plagiarism as academic misconduct

English Lecturers’ Digital Literacy and Their Scientific Publication: Seeking the Correlation

The Faculty Awareness on Plagiarism Issue

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