Plagiarism in UK law schools: is there a postcode lottery?

Bermingham, Vera; Watson, Susan; Jones, Martin

doi:10.1080/02602930802471801

Cited by 23 publications

(9 citation statements)

References 2 publications

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“…European research on the impact of policies for plagiarism in higher education highlighted an increasing level of student plagiarism and cheating (Bermingham, Watson, & Jones, 2010;IPPHEAE, 2013;Park, 2004;QAA, 2016). The amount of plagiarism and cheating in highstakes assessments has increased with the introduction of e-assessments (Harmon & Lambrinos, 2008;Underwood & Szabo, 2003).…”

Section: Introductionmentioning

confidence: 99%

e‐Authentication for online assessment: A mixed‐method study

Okada

Whitelock²,

Holmes³

et al. 2018

Brit J Educational Tech

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Authenticating the students' identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e-authentication systems across distinctive end-users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of eauthentication systems would increase trust on e-assessment, and to extend, whether students' acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). Evidence from mixed-method analysis suggests a broadly positive acceptance of these e-authentication technologies by distance education students. However, significant differences in the students' responses indicated, for instance, that men were less concerned about providing personal data than women; middle-aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e-authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs.

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Section: Introductionmentioning

confidence: 99%

e‐Authentication for online assessment: A mixed‐method study

Okada

Whitelock²,

Holmes³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Tennant et al, for example, found inconsistency in the UK across the higher education sector as well as within institutions, although there was a movement towards improved transparency (Tennant et al 2007). Bermingham et al also examined the situation in the UK and found significant use of discretion in both the internal regulations and how they were applied (Bermingham et al 2010). In the USA, the ABA encourages the state admitting authorities to adopt its "Code of Recommended Standards for Bar Examiners" which includes academic misconduct as one of the 13 types of conduct that raise "cause for further inquiry" before deciding the applicant has the character and fitness to practice law (ABA 2014b, p. viii).…”

Section: Teaching Fidelity and Proving "Character" For Admission To Pmentioning

confidence: 96%

“…However, the admitting authority has appeared to favor the Victorian approach in requiring applicants to make full disclosures, including incidents that did not involve a formal finding of breach (LACC 2015). In other countries, there is also variation within jurisdictions and between law schools as to how they respond to student breaches of academic integrity (James and Mahmud 2014;Bermingham et al 2010). Tennant et al, for example, found inconsistency in the UK across the higher education sector as well as within institutions, although there was a movement towards improved transparency (Tennant et al 2007).…”

Section: Teaching Fidelity and Proving "Character" For Admission To Pmentioning

confidence: 98%

Academic Integrity in Legal Education

James

2016

Handbook of Academic Integrity

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“…According to European research on the impact of policies for plagiarism in Higher Education (IPPHEAE, ), internet usage is considered as one of the catalysts for cheating. Moreover, no simple solutions have been found to tackle this problem (Bermingham, Watson, & Jones, ; Usoof, Hudson, & Lindgren, ). In order to reduce academic malpractice in online programmes, the authentication of student work through the use of digital identities has become increasingly important for universities that offer online and blended courses (Ardid, Gomez‐Tejedor, Meseguer‐Duenas, Riera, & Vidaurre, ; Chew, Ding, & Rowell, ).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

Okada¹,

Noguera²,

Alexieva³

et al. 2019

Brit J Educational Tech

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Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e‐authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e‐authentication instruments and how they impact trust in e‐assessment. This mixed‐method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust‐based e‐Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e‐assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e‐assessment best practices and course team support.

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Plagiarism in UK law schools: is there a postcode lottery?

Cited by 23 publications

References 2 publications

e‐Authentication for online assessment: A mixed‐method study

e‐Authentication for online assessment: A mixed‐method study

Academic Integrity in Legal Education

Pedagogical approaches for e‐assessment with authentication and authorship verification in Higher Education

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