An Exploration of the Problem of Plagiarism with the Cognitive Mapping Technique

Ho, Joseph Kim-Keung

doi:10.1002/sres.2296

Cited by 8 publications

(6 citation statements)

References 13 publications

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“…It had become clear that this "punitive" rather than "proactive" approach, in Sarah Elaine Eaton et al's words (2017, p. 29-30), was not the only option. We had opportunities to move from the default model of blaming and shaming that Ho (2015), Mulholland (2020) and others argue characterizes higher education's AI approach, with its dominant "judicio-moral paradigm" (Howard, 1992, p. 235), and see AI as a skill and way of knowing that-like all other concepts we think of as foundational to learning in our courses-we can and need to teach, explicitly, and with recognition of its complexity. With this new insight, and in collaboration with a similarly-minded Associate Dean Academic, I initiated a pilot project in 2016 that brought together eight full-time faculty members (both both tenure-track and lecturers, colleagues with multi-year contracts) who were teaching in Arts' First-Year Programs (FYP) to think with me about what we could do differently in our courses so that our students not only knew how to meet the expectations of academic integrity (itself a major learning curve), but also why they should care to do so, beyond just avoiding getting caught for violating it.…”

Section: Starting Our "Hearts": Project Backgroundmentioning

confidence: 99%

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

McNeill

2022

Academic Integrity in Canada

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This chapter shares findings of and recommendations from a three-year initiative at the University of British Columbia to develop and assess enhanced and explicit instruction in academic integrity in first-year writing courses, an enterprise that now involves 42 faculty members teaching up to 5000 students each year. This project began from the appreciation that, as an institution, we needed to close the gap between our expectations of academic integrity and students’ understanding of those expectations, and to make explicit what is often treated as assumed understanding. This approach was intended to help students develop more robust knowledge and appreciation for academic integrity as a core element of the academic community to which they now belong. Drawing on the qualitative and quantitative data we gathered from students and faculty, including surveys, focus groups, misconduct reports, and interviews, I illustrate how what I call “pedagogies of integrity” have led to improved uptake by students (and instructors) of academic integrity as both theory and practice, resulting in a change in the number as well as type of academic misconduct cases, and have led to significant insights about the place of academic integrity in larger conversations about student belonging, wellness, and access. I share not only how the instructors in this project changed the conversation in their own courses, but also how these discussions are resonating across disciplines and faculties of our campus and beyond. Finally, I outline recommendations for next steps in policy and practice that these findings suggest.

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Section: Starting Our "Hearts": Project Backgroundmentioning

confidence: 99%

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

McNeill

2022

Academic Integrity in Canada

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“…In a student's case, this gain would translate into better grades (Muthanna, 2016). Numerous authors have examined the types of plagiarism (Walker, 1998;Curtis and Vardanega, 2016), its causes (Rettinger and Kramer, 2009;Horbach and Halffman, 2019), or its consequences (Ho, 2015;Kashian et al, 2015). Some studies look at the issue from the students' perspectives (Childers and Bruton, 2016;Cronan et al, 2018), others from the professors' (Thomas and De Bruin, 2012;Bruton and Childers, 2016).…”

Section: Conceptual Framework Academic Integrity and Plagiarismmentioning

confidence: 99%

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

2019

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The habits of university students today have changed drastically thanks to the technological tools at their disposal and the access to an enormous amount of information on the web, which they can copy, use, and reference in their assignments. Unfortunately, the line has become blurred about what is and what isn't permitted by their professors and their universities, sometimes resulting in students committing plagiarism. Research has shown that many students arrive at university unprepared. They lack the informational skills needed to research and choose the information relevant for their assignments, the writing skills necessary to properly integrate the found information with paraphrases or quotations, or the referencing skills to provide their sources in order to write their assignments with integrity. In this research, we aimed to examine how professors in six different universities viewed their role in the teaching of academic integrity by means of educating students on informational, writing, and referencing skills as well as teaching their students about plagiarism prevention. Forty-nine professors and lecturers were interviewed about their role in the teaching of various skills. Results show that there were four types of information searching assignments required by the professors: searches for published information, searches for authentic contextual information, searches limited to the handouts given to the students and no information research required. Seven roles emerged from the data, from the Ambassador professor who takes full responsibility for the teaching of skills to prevent plagiarism to the Detached professor, who completely dissociates from this responsibility for different reasons. Recommendations are presented on how to encourage professors to adopt the four roles of the "Integrity Ambassador": the intermediary who promotes the discovery of all services available to students; the awakener, who encourage students' appreciation of learning for the sake of learning; the accompanist, who guides and supports students with direct interventions in class so that they develop the skills and knowledge necessary to write their assignments with integrity; and finally, by being a model, the Integrity Ambassador cultivates a climate of integrity in class and in the university, showing how one can lead an academic life with integrity.

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“…(The creative holism topic is explained in Jackson, 's book on contemporary systems thinking.) Regarding the topic of employing cognitive mapping to synthesize academic notions and more context‐specific ideas to gain a complicated understanding of a topic, for example, management topic, and/or associated situation (re: ALRA step 4), readers are also referred to two dated works from the writer as illustrative: Ho and Jackson () and Ho ().…”

Section: The Underlying Systems Thinking Of the Agile Literature Revimentioning

confidence: 99%

On the Agile Literature Review Approach for Practising Managers: A Proposal

Ho¹

2018

Syst. Res

Self Cite

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Literature review skill as covered in the subject of Research Methods is not only useful for doing dissertation projects in academic programme study but also valuable for informing practising managers to cope with actual workplace management issues and concerns. To make literature review easier for practising managers to carry out, the writer proposes the agile literature review approach (ALRA), primarily for applied business research and practices. The main ALRA aim is to promote a complicated understanding of a management topic and its associated management concern by the ALRA user. Although the agile approach is lightweight, its effective application requires endorsement of contemporary systems thinking; this thinking is theoretically profound, thus requiring long‐term engaging intellectual learning to master. Copyright © 2018 John Wiley & Sons, Ltd.

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An Exploration of the Problem of Plagiarism with the Cognitive Mapping Technique

Cited by 8 publications

References 13 publications

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

Changing “Hearts” and Minds: Pedagogical and Institutional Practices to Foster Academic Integrity

Teaching Academic Integrity in Quebec Universities: Roles Professors Adopt

On the Agile Literature Review Approach for Practising Managers: A Proposal

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