Plagiarism—a complex issue requiring a holistic institutional approach

Macdonald, R. Heather; Carroll, Jude

doi:10.1080/02602930500262536

Cited by 225 publications

(146 citation statements)

References 6 publications

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“…She expressed the view that such measures may not lead to sustainable management practices for plagiarism and academic integrity. She explained in agreement with Macdonald and Carroll (2006) that "sustainable" reform refers not just to engaging the student in ethically sustainable academic practices, but also enabling the institution to engage in discussions about its overall plagiarism management philosophy and practices (Hayes & Introna, 2005;Flowerdew & Li, 2007). Sutherland-Smith (2010) suggested a holistic approach to the management of plagiarism, through the adoption of proper dialogue about the association between academics, universities and students.…”

Section: Sustainable Reformsmentioning

confidence: 99%

“…Several attempts have been made by researchers to deter these different types of plagiarism. Macdonald and Carroll (2006) observed that the main concern was how best to use different electronic systems to detect student plagiarism. They argue that there was a missing aspect in the debate which was the recognition of plagiarism as a complex problem.…”

Section: Deterring Student Plagiarismmentioning

confidence: 99%

“…Macdonald and Carroll (2006) listed some ways of identifying an institution requiring policy review as lacking:…”

Section: Instituting and Implementing Institutional Policies And Culturementioning

confidence: 99%

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Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions

Orim¹

2017

WJER

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Section: Sustainable Reformsmentioning

confidence: 99%

Section: Deterring Student Plagiarismmentioning

confidence: 99%

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Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions

Orim¹

2017

WJER

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“…It is well established that institutions need to adopt a holistic approach to tackling plagiarism, which involves ensuring that: institutions have explicit policies and procedures; students receive relevant information, advice and guidance, and have opportunities to acquire skills in time management, information literacy, note-making and academic writing; and staff are supported so that they can design programmes that enable students to develop their skills and devise assessment in ways that help to minimise plagiarism (Carroll, 2007;Macdonald & Carroll, 2006). Indeed, Macdonald and Carroll (2006) have stressed the importance of 'assessment for learning', where formative assessment can be used to ensure that students have opportunities to practise, for example, academic writing skills and receive timely feedback. This workshop will look at a variety of strategies relating to assessment design that can be used in ways that can help reduce the likelihood of student plagiarism (Dunbar, 2009).…”

Section: Service Learning To Social Activismmentioning

confidence: 99%

PLAT2010 Conference Abstracts

2011

Psychology Learning & Teaching

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In order for students to take control of their learning and in effect become self-regulated learners they need to understand what good performance is, be able to judge accurately how their performance compares to good performance, and understand what they need to do to improve performance. Higher-achieving students are more likely to engage actively in and self-regulate their learning, but we argue that even 'at risk' students have the potential to become self-regulated learners. However, anecdotal and research evidence has indicated that low-and high-performing students differ in their capacity to understand the requirements of assessment within academic tasks.This discrepancy has been attributed to differences in motivation but also in cognitive processing, in that poorer-performing students have difficulty in understanding and objectively applying set criteria to their own work. Consequently, an understanding of assessment criteria and student cognitive processing is important for aiding students in their course performance. This project investigated differences in ability to understand and apply assessment criteria among a cohort of final-year psychology students within the School of Social Sciences and Psychology at Victoria University, Melbourne, Australia.The aim in this field study was to assess differences in the cognitive grasp of performance measurement between students with high academic ability and students with relatively lower academic ability. In particular, the project examined students' capacity to reflect upon and assess their own and other students' work against set marking criteria. Specifically, the hypothesis was that weaker-performing students were more generous or tended to grade themselves higher in comparison to stronger-performing students.Participants included 64 third-(and final-) year psychology students, 52 females and 12 males, completing the core unit History and Theories of Psychology within the Bachelor of Psychology degree. Results indicated that higher-performing students were significantly more accurate in predicting their academic performance than lower-performing students. Analysing the Influence of Tutoring in Problem-BasedLearning: the role of tutors' and students' expertise Joerg Zumbach, University of Salzburg, Austria (joerg.zumbach@sbg.ac.at) In this session we will examine the role of tutoring behaviour and learners' expertise in problembased learning. Problem-based learning (PBL) is an interdisciplinary, collaborative, and situated learning approach that contributes to meaningful and successful learning and teaching within authentic learning environments. Nevertheless, several factors directly and indirectly affect problem-based learning, such as case or problem design, learning group characteristics, the role and expertise of tutors, and learner characteristics.In one study we investigated the role of tutors' content expertise during a problem-based learning scenario. We examined whether or not a tutor should use content expertise in facilitating

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“…[8,9] Sometimes, plagiarism is conducted as a result of urgent dead time or because of poor academic writing skills especially if the writing language is not the native language of the author resulting in papers that are not clearly written and have grammatical errors and consequently rejected by journals' reviewers. [10][11][12] Another cause for plagiarism could be the major driver is the ill-fated system of quantitative measurement of scientific output, which has led to an intense increase of low quality researches, and a parallel increase of scientific journals, especially in the area of life science. [5] Many perceived barriers were found to change around the management of plagiarism in faculties.…”

Section: Introductionmentioning

confidence: 99%

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

ElDin

Ela²

2016

JNEP

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Background and objective: Plagiarism is defined as intentionally and without agreement presenting someone else's ideas or words, as one's own work. Plagiarism by academics occurs due to the growing pressure to publish research, in addition to increasing burden to publish in high-impact top-tier journals. The present study aims to implement a plagiarism awareness workshop to Nursing Faculty members to introduce the plagiarism concept as one of research misconducts and to compare between knowledge of Nursing faculty member pre and immediately post workshop. Methods: The study was conducted at Faculty of Nursing, Damanhour University. Subjects: The study subject included 51 working full time nursing faculty members who agreed to participate in the workshop. Study instrument: the researchers had developed a self-administered questionnaire which was designed to assess the nursing faculty member's perceptions of plagiarism. Results: The current study results showed that 55% of participants have fair knowledge about plagiarism as compared to 11.7% whom knowledge level is poor. Also, it was found that the highest percentage of participants (96.1%) was among those who refused plagiarism post workshop with a significant difference (p = .001) between responses pre and post workshop. Moreover, the highest median of change (19.23) was among age group 40-50, while the lowest median (3.23) was recorded for the age group 30-with a significant difference between groups (p = .002). Regarding the participants' titles, the highest median (20.69) was among assistant professor while the lowest median (-1.72) was among clinical instructor with a significant difference recorded (p = .050). Conclusions: The current study findings concluded significant positive changes in the level of knowledge of the participants after implementation of workshop.

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Plagiarism—a complex issue requiring a holistic institutional approach

Cited by 225 publications

References 6 publications

Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions

Conceptual Review of Literature on Student Plagiarism: Focusing on Nigerian Higher Education Institutions

PLAT2010 Conference Abstracts

Implementing plagiarism awareness workshop to nursing faculty members, Damanhour University

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