Reducing plagiarism through academic misconduct education

Perkins, Mike; Gezgin, Ulaş Başar; Roe, Jasper

doi:10.1007/s40979-020-00052-8

Cited by 71 publications

(56 citation statements)

References 57 publications

(70 reference statements)

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“…Section 9.3.1 described differences in perceptions of students at different stages of studies, indicating their increased awareness and understanding over time. The finding is consistent with previous studies showing associations between academic exposure and understanding improvement (Hu & Lei, 2015;Song-Turner, 2008;Stappenbelt, 2012) and the effectiveness of university initiatives on student awareness (Divan et al, 2013;Du, 2020;Newton et al, 2014;Perkins & Roe, 2020;Rathore et al, 2018). The findings can be explained by drawing on Bandura's (1991) theory which hypothesises that individuals improve their moral awareness in different educational environments.…”

Section: Current and On-going Influencessupporting

confidence: 91%

“…Interview data revealed differences in perceptions of the two groups in terms of focuses, level of concern, and degree of complexity in their discussions. These results echo previous studies suggesting a strong link between educational backgrounds and plagiarism perceptions (e.g., Marshall & Garry, 2006;Perkins & Roe, 2020;Sutton et al, 2014). The findings will be further discussed in Section 9.4.1.…”

Section: Variations Between Groupssupporting

confidence: 89%

“…Writing from sources is more demanding for NESB than ESB students (Abasi & Graves, 2008;Divan et al, 2013;Perkins & Roe, 2020;Schmitt, 2005;Shi, 2004;Tran, 2012). Tasks requiring integration between reading and writing are doubly difficult for NESB students who possess limited language resources compared to ESB ones (Schmitt, 2005).…”

Section: Language Experiencesmentioning

confidence: 99%

“…Other scholars proved that university's instructions on plagiarism greatly enhanced student understanding of the practice. Perkins and Roe (2020) reported the effectiveness of an Academic English Masterclass in improving Vietnamese students' academic writing and their understanding of academic conventions. Training on plagiarism-related issues could reduce student plagiarism in Taiwanese (Shang, 2019), Vietnamese (Perkins & Roe, 2020), and the USA (Belter & Du Pré, 2009) educational contexts.…”

Section: University Initiativesmentioning

confidence: 99%

“…Perkins and Roe (2020) reported the effectiveness of an Academic English Masterclass in improving Vietnamese students' academic writing and their understanding of academic conventions. Training on plagiarism-related issues could reduce student plagiarism in Taiwanese (Shang, 2019), Vietnamese (Perkins & Roe, 2020), and the USA (Belter & Du Pré, 2009) educational contexts. Training workshops on plagiarism also increase student understanding of the issue (Chen & Van Ullen, 2011;Rathore et al, 2018).…”

Section: University Initiativesmentioning

confidence: 99%

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

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Section: Current and On-going Influencessupporting

confidence: 91%

Section: Variations Between Groupssupporting

confidence: 89%

Section: Language Experiencesmentioning

confidence: 99%

Section: University Initiativesmentioning

confidence: 99%

Section: University Initiativesmentioning

confidence: 99%

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Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

2021

Preprint

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Using Artificial Intelligence in TESOL: Some Ethical and Pedagogical Considerations

Pack,

Maloney

2024

TESOL Quarterly

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While recent and significant progress made in natural language processing and artificial intelligence (AI) has the potential to drastically influence the field of language education, many language educators and administrators remain unfamiliar with these recent technological advances and their pedagogical implications. The primary purpose of this paper is to raise the awareness of language educators regarding ethical and pedagogical issues stemming from student, teacher, and administrator use of generative AI tools such as large language models (LLMs) and AI chatbots. These issues include ethical ways of teaching with AI, questions of ownership, writing skills development, the accuracy and reliability of generated output, the potential to widen the educational divide, and AI bias. We conclude by offering suggestions for language educators and calling for further discussion.

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