Academic Plagiarism: Yielding to Temptation

Ferro, Maria João; Martins, Hélder Fanha

doi:10.9734/bjesbs/2016/20535

Cited by 12 publications

(6 citation statements)

References 17 publications

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“…Everyone has made plagiarism, but with different levels. Ferro and Martins [6] said that people do plagiarism because of the desire to succeed. Usually they are taking other people's ideas and using them they can be called 'thieves'.…”

Section: Plagiarismmentioning

confidence: 99%

Knowing group motivation using Bolzano method on PageRank computation

2022

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On the e-learning system, student assignments are collected, but problems arise that based on observations from two classes of database courses, 73% of students make plagiarism so lecturers need to give motivation to students. Self motivate is needed by with a group of students. For this reason, using a bolzano method or bisection method will provide an overview of the development of the plagiarism trend between groups of students based on scores on similarity score that compute by PageRank algorithm used by Google. Research method is carried out by conducting preliminary observations of plagiarism scores and creating markov matrix. PageRank compute this ranking and Bolzano method find the intersection of two eigenvalues. Bolzano results the maximum and minimum values on range of intervals where each group consists of 5 students. Experiments were conducted in 3 classes of database courses. Trend analysis found that the plagiarism score averaged 54% with a gradient of 3°, this is relatively small but when spread in different groups it becomes larger and student group have a higher plagiarism score. Results implies a way of looking student motivation based on the plagiarism score by a small groupto motivate each other.

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Section: Plagiarismmentioning

confidence: 99%

Knowing group motivation using Bolzano method on PageRank computation

2022

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“…It is conceivable that the specific phrases or word sequences merely constitute common knowledge which, by convention, do not need to be cited. Ferro and Martins (2016) refer to common knowledge as a "grey area" in academia, citing Neville (2010) in describing it as knowledge that is either commonplace in a specific discipline or field of studies, or that is in the public domain. It is this latter description that has become particularly problematic with the proliferation of online and open access to academic sources.…”

Section: 34mentioning

confidence: 99%

Reimagining Academic Writing in Academia 4.0 to De‑incentivise Plagiarism

Stacey¹

2020

EJBRM

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Academic research and scientific publication are being influenced irreversibly by what is referred to as the fourth industrial revolution. The exponential growth in the number of research publications continues, information and communication technology (including artificial intelligence) is making available research data and tools with unprecedented capabilities, and online open access to publications has enabled greater and more rapid access by other researchers. Changes of research practice and the behaviour of researchers and authors as a result of these developments are evident, and are challenging the criteria, norms and standards by which the quality and integrity of research has historically been judged. The manner in which prior research is being accessed, reproduced, applied and acknowledged is an example of such changes. In academia, the presentation of the ideas or writings of another without them being explicitly attributed to the original source has always been regarded as plagiarism and considered serious misconduct. Yet when such ideas and writings are freely available and in the public domain, they arguably fulfil the criteria for being considered common knowledge which don’t necessarily need to be referenced. This article presents examples of acceptable replication and reuse of the work of others, and examples of how plagiarism is manifesting differently because of information and communication technologies, including plagiarism software. It is argued that while paraphrasing previous authors result from understanding and applying their prior research, paraphrasing may simply be a grammatical or mechanistic process that does not attest understanding and application. It is provocatively suggested that current norms and standards of academic writing, including referencing, may no longer be appropriate. Relatively modest amendments to academic conventions and assumptions are proposed that could lead to a new paradigm of more efficient research and scientific publications, acknowledging that this would place greater burden of responsibility on the users, reviewers, editors and examiners of research to be familiar with extant knowledge.

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“…Firstly, students were asked about the copy-paste phenomenon, specifically in the case of information found on the Internet without any explicit author. This allowed us to assess whether, as some authors have pointed out (Ferro & Martins, 2016), students tend to think that the information found on the Web is public property.…”

Section: Copy-pastingmentioning

confidence: 99%

Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

Olivia-Dumitrina

Casanovas

Capdevila

2019

J. New Approaches Educ. Res.

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This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.

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Academic Plagiarism: Yielding to Temptation

Cited by 12 publications

References 17 publications

Knowing group motivation using Bolzano method on PageRank computation

Knowing group motivation using Bolzano method on PageRank computation

Reimagining Academic Writing in Academia 4.0 to De‑incentivise Plagiarism

Academic Writing and the Internet: Cyber-Plagiarism amongst University Students

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