Developing a platform for a culture of honest inquiry and the academic construction of knowledge in first-year students

Craig, Robert P.; Dalton, David

doi:10.21913/ijei.v10i1.934

Cited by 11 publications

(6 citation statements)

References 10 publications

(3 reference statements)

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“…Plagiarism is not a new phenomenon in academic circles but it has received little attention or priority in Kosovo for various reasons. Historically and culturally, it has been common practice to ignore friends' and colleagues' unethical behaviours in their academic and scientific work (Craig and Dalton 2014).…”

Section: Plagiarism and Potential Corruptive Behaviours In Kosovomentioning

confidence: 99%

Plagiarism in Kosovo: a case study of two public universities

Shala¹,

Leka²,

Morganella³

2018

Int J Educ Integr

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This article presents the current legislative and educative measures in place for plagiarism prevention in Kosovo, especially in the case of student work, and provides an analysis of the effectiveness of such measures. Two public universities are used as case studiesthe University of Haxhi Zeka and the University of Kadri Zekaand the research is based on the legal and policy documents enacted by the two universities, as well as many reports, scientific articles on plagiarism and HEI official websites. The issue of plagiarism has only recently become a priority in Kosovo, with many factors hindering advancement and development in this area.

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Section: Plagiarism and Potential Corruptive Behaviours In Kosovomentioning

confidence: 99%

Plagiarism in Kosovo: a case study of two public universities

Shala¹,

Leka²,

Morganella³

2018

Int J Educ Integr

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“…The responsibility of dealing with plagiarism at university rests on all members of the institution (Craig & Dalton, 2014). However, existing literature suggests that institutional practices are varied in their reaction to plagiarism, and particularly in understanding the scale of individual academics'acknowledgement of their moral obligation toward such behaviour (Gallant, 2017;Pecorari, 2019).…”

Section: Institutional and Academic Responses To Plagiarism And Plagi...mentioning

confidence: 99%

“…Research regarding plagiarism in higher education has focused on students' or faculty's perceptions of students' plagiarism, but academics' understanding and conceptualisation of plagiarism has been understudied and under-theorized. For such a critically important area of academics' work (Craig and Dalton, 2014;Gallant, 2017) that intersects with regulation, practice and policy, the field is arguably subject to multiple assumptions about how and why academics think the way that they do about plagiarism, and so this study contributes original work. Various factors that influence students' plagiaristic behaviours have been found such as individuals' control over their behaviour, communal attitudes and subjective norms (Salleh et al, 2012;Tongsamsri & Promgird, 2017).…”

Section: Introductionmentioning

confidence: 99%

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

Khathayut

Walker‐Gleaves

2020

Journal of Further and Higher Education

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Her research interests focus on university students' and academic staff's perceptions of plagiarism and the development of plagiarism frameworks in higher education.Caroline Walker-Gleaves, Professor of Education at Newcastle University, is a lecturer and educator who works at the intersections of pedagogic theory and practice, teachers and their values and beliefs, the design of learning environments incorporating pedagogic principles, and SEND studies. Academic faculty conceptualisation and understanding of plagiarism -a Thai university exploratory studyPlagiarism incidents within higher education have increased significantly in the last decade, and have persistently occupied academics and administrators in institutions world-wide. Research demonstrates that in many national contexts such behaviours are increasing or are significantly threatening the integrity of scholarship. In the country that is the subject of this research, Thailand, the nature and extent of plagiarism has been neither sufficiently researched nor understood. This study aimed to explore Thai academics' (n= 44) conceptualisation and awareness of plagiarism.Data sources included questionnaires and semi-structured interviews. The results revealed that the lecturers had both limited understanding and low awareness of plagiarism, and that their conceptualisation of plagiarism both as a problem of scholarship and of moral behaviour was unsophisticated at best and a matter of ambivalence at worst. The findings also revealed an institutional level of tolerance and ambiguity about the problem. As such, this research has implications for institutional and individual academic behaviour.

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“…Brandt (2011), for example, investigated the impact of team formation processes on curriculum Craig and Bielenberg (2015) investigated the promotion of a culture of inquiry by foregrounding research skills in first and second year engineering students. Craig and Dalton (2014) researched the way our first-year students develop a holistic platform for a culture of inquiry. Hatakka (2008) examined teacher beliefs about our context-based, situated learning.…”

Section: Research On Communication Courses At the Pimentioning

confidence: 99%

Comm151: A Project-Based Course to Enhance Engineering Students’ Communication Skills

Deveci

Nunn²

2018

ESPEAP

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Engineering is a discipline that requires its practitioners to learn and use a variety of soft-skills, which include academic and non-academic written and spoken communication, inter- and intrapersonal communication skills, critical thinking ability, an ability to work in teams and an ability to analyze, interpret and synthesize interdisciplinary information from a variety of sources. However, students who pursue their engineering education in English as their second language can face formidable challenges acquiring these skills. It is our observation that such students are often only given assistance through English courses designed to improve their individual linguistic abilities. We believe that although this approach may help in the short term, it may not sufficiently cater for students’ overall needs and well-being in the long term. With this in mind, this paper describes our attempt to reduce this problem in our local context of the Petroleum Institute (PI) through a long term innovation effort.A project-based approach has been adopted to provide students with an opportunity to enhance their language skills through meaningful learning experiences that also develop professional, personal and academic skills. This approach has also allowed the university to meet ABET criteria related to communication needs of engineering students. In this paper, we give a detailed rationale for our belief that a holistic approach to developing abilities required by engineering and other students is a better option. This is followed by a description of the different components of our current curriculum that has been developed over 12 years. We describe particular activities, and discuss their merits. We also present students’ perceptions about the impact of their project-based learning experience on their language and skills development. We also outline the way the course is designed to be adaptable for unpredictable future needs in a fast developing professional and academic environment.

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Developing a platform for a culture of honest inquiry and the academic construction of knowledge in first-year students

Cited by 11 publications

References 10 publications

Plagiarism in Kosovo: a case study of two public universities

Plagiarism in Kosovo: a case study of two public universities

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

Comm151: A Project-Based Course to Enhance Engineering Students’ Communication Skills

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