Attaining Sustainability over Fog Computing Architecture

Shanmugasundaram, Suresh; Chidambaram, Divya Preya

doi:10.1109/africon51333.2021.9571006

Cited by 1 publication

(1 citation statement)

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“…The spread of plagiarism has increased tremendously in higher educational institutions mainly due to the invention of the World Wide Web aided by easy access to internet (Yende Raphael et al, 2022;Singh and Remenyi, 2018). The above assertion is supported by Sisti (2007), who indicated that the practice of students and faculty copying and pasting online content into their assignments or research papers has been made easier by the internet and electronic devices (Shanmugasundaram et al, 2012). Research and academic institutions all over the world continue to search, and punish staff and students, for plagiarised documents because the generation of fresh ideas is becoming increasingly rare (Tümen Akyıldız, 2020).…”

Section: Introductionmentioning

confidence: 99%

Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012–2022) literature

Mireku,

Dzamesi,

Bervell

2023

Research Ethics

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The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012–2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students’ and faculty’s awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice.

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