Inconsistent Responses to Notifications of Suspected Plagiarism in Finnish Higher Education

Moore, Erja

doi:10.1007/s10805-019-09354-0

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…For instance, Bretag and Green (2014) explored the ethical behavior of academic leaders in an Australian university and found that virtue ethics principles were often used in relation to academic integrity policies among these academic leaders. Another scholar explored Finnish universities' adherence to national ethical guidelines on plagiarism by analyzing those universities' reactions to notifications of suspected plagiarism (Moore, 2020). The findings revealed the universities had many inconsistencies in regard to the definition of plagiarism and disciplinary actions against plagiarism (Moore, 2020).…”

Section: Ethics In Higher Educationmentioning

confidence: 99%

“…Another scholar explored Finnish universities' adherence to national ethical guidelines on plagiarism by analyzing those universities' reactions to notifications of suspected plagiarism (Moore, 2020). The findings revealed the universities had many inconsistencies in regard to the definition of plagiarism and disciplinary actions against plagiarism (Moore, 2020). Other researchers have examined academic ethics regarding scientific misconduct among researchers (Tagne et al, 2020).…”

Section: Ethics In Higher Educationmentioning

confidence: 99%

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Character Strengths and Ethical Engagement in Online Faculty

Greenberger

Milliken

2021

J Acad Ethics

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In this study, the researchers investigated the relationships between character strengths and ethical engagement in online faculty. One of the ethical duties for higher education faculty is to engage in effective teaching practices. As online higher education becomes increasingly popular, online faculty also bear this duty. Numerous studies have shown that character strengths cultivate ethical behavior. Hence, we sought to determine the relationship between character strengths and ethical engagement in online faculty. Specifically, we focused on intellectual character strengths, interpersonal character strengths, and emotional character strengths because of their relevance to online faculty's teaching practices. Through correlational analyses, we learned that interpersonal and emotional character strengths were positively and moderately related to ethical engagement, whereas intellectual character strengths were weakly related to ethical engagement. The findings of this study provide insight into online faculty's character strengths and ethical engagement. However, further research is needed to understand the role of character strengths and ethical engagement in promoting effective teaching practices in online higher education classrooms.

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Section: Ethics In Higher Educationmentioning

confidence: 99%

Section: Ethics In Higher Educationmentioning

confidence: 99%

Character Strengths and Ethical Engagement in Online Faculty

Greenberger

Milliken

2021

J Acad Ethics

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“…In the first analysis of plagiarism policies in higher education, Pecorari (2000Pecorari ( , 2001 examined documents provided by 54 universities in the United States, the United Kingdom and Australia. The primary focus of the analysis was how plagiarism was -if at all -defined in detail in these documents, with additional foci such as the reasons plagiarism was unacceptable, the repercu ssions for plagiarising, and the complexity of plagiarism in general.…”

Section: Previous Policy Analysesmentioning

confidence: 99%

“…The primary focus of the analysis was how plagiarism was -if at all -defined in detail in these documents, with additional foci such as the reasons plagiarism was unacceptable, the repercu ssions for plagiarising, and the complexity of plagiarism in general. Pecorari (2000Pecorari ( , 2001 found the definitions of plagiarism within these documents contained some, if not all, of six key elements, and developed this into the following definitional model of plagiarism: "(1) an object (i.e., language, words, text) (2) which has been taken (or borrowed, stolen, etc.) (3) from a particular source (4) by an agent (5) without (adequate) acknowledgement (6) and with or without intention to deceive" (Pecorari, 2002, p.19).…”

Section: Previous Policy Analysesmentioning

confidence: 99%

“…Plagiarism in higher education has been a frequent cause for alarm at institutions globally in the last few decades. So-called plagiarism "scandals", in which university students and staff are accused of plagiarism in the ir academic writing, have attracted prominent media interest (e.g., Moore, 2019;Sutherland -Smith & Carr, 2005;Weber-Wullf, 2014). Aside from pedagogical interventions, a major response to discoveries of plagiarism has been the institutional revision or implementation of explicit academic misconduct guidelines (Sutherland -Smith, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Plagiarism Defined?

Ronai¹

2020

Apples

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This multiple case study examines seven institutional documents from universities in four countries (Australia, China, Finland and Germany) with the aim of determining how plagiarism is defined in these institutional contexts. This research expands on previous analyses of university plagiarism policies in the Anglosphere (e.g., Kaktiņš, 2014;Sutherland-Smith, 2011), and particularly the notion that institutional definitions of plagiarism contain "six elements" (Pecorari, 2002). Using the six elements model of plagiarism as a theoretical basis, the documents in this study were analysed using deductive content analysis. The findings of this analysis revealed that the definitions of plagiarism were consistent across the contexts, with all policies containing five of the six elements in their definitions. At two institutions, however, the element of intentionality was not addressed in the definition of plagiarism. Furthermore, the extent of discussion of certain elements of plagiarism (e.g., the need for source acknowledgement), and an emphasis on "good academic practice" across the documents revealed the need for ongoing research that considers how institutions construct official definitions of plagiarism.

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Compromising Academic Integrity in Internationalisation of Higher Education

Moore

2022

Academic Integrity: Broadening Practices, Technologies, and the Role of Students

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Inconsistent Responses to Notifications of Suspected Plagiarism in Finnish Higher Education

Cited by 4 publications

References 7 publications

Character Strengths and Ethical Engagement in Online Faculty

Character Strengths and Ethical Engagement in Online Faculty

Plagiarism Defined?

Compromising Academic Integrity in Internationalisation of Higher Education

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