Responding to student plagiarism in Western Australian universities: the disconnect between policy and academic staff

Maio, Carmela De; Dixon, Kathryn; Yeo, Shelley

doi:10.1080/1360080x.2019.1662927

Cited by 38 publications

(26 citation statements)

References 20 publications

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“…Despite belonging to the larger category of academic misconduct, plagiarism is treated separately by scholars, due to its complexity (Bokosmaty et al, 2019;Bretag, 2013;de Jager & Brown, 2010;Howard, 2007;Macdonald & Carroll, 2006;Pecorari, 2016;Sousa-Silva, 2020) and its impacts on academia (Bretag, 2013;Maio et al, 2020;Martin, 2016;Yeo & Chien, 2007).…”

Section: Plagiarism As An Educational Fraudmentioning

confidence: 99%

“…Plagiarism is believed to be a threat to educational environments because it impairs the integrity of academic processes (e.g., Bretag, 2013;Ehrich et al, 2015;Maio et al, 2020;Singh & Remenyi, 2016;Weber-Wulff, 2014). Academic integrity is to guarantee that students submitted their work (Kwong et al, 2010) which demonstrates their learning (Carroll, 2008;Howard, 2002).…”

Section: Academic Impactsmentioning

confidence: 99%

“…Students were more attempted to plagiarise when they knew that their lecturers were lenient (Babaii & Nejadghanbar, 2017;Selemani et al, 2018;Walker & White, 2014) or that they would not check student writings for plagiarism (Amiri & Razmjoo, 2016;Babaii & Nejadghanbar, 2017;Doan, 2012;Kokkinaki et al, 2015;Selemani et al, 2018). Many academics responded to plagiarism in ways that were unaligned with universities' policies, which may contribute to the issue (Maio et al, 2020;Selemani et al, 2018).…”

Section: Institutional Factorsmentioning

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: Plagiarism As An Educational Fraudmentioning

confidence: 99%

Section: Academic Impactsmentioning

confidence: 99%

Section: Institutional Factorsmentioning

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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“…The purpose of this study was to examine how academic misconduct is viewed and managed in universities in three countries, in a context where it is rapidly mutating. While previous research has examined approaches to managing misconduct (Pàmies et al 2019;Royal et al 2018), particularly in respect of prevention (Chauhan et al 2018;Levine and Pazdernik 2018;Stoesz and Yudintseva 2018), detection (Amigud et al 2018;Dawson et al 2019;Foltýnek et al 2019;Ison and Szathmary 2016;Shang 2019) and issues related to policy (Akbar and Picard 2019;de Maio et al 2020;Taylor and Bicak 2019;Ullah 2019), there is limited knowledge of how the issue of student academic misconduct is currently viewed and managed by universities in the international context. This study aims to address that deficit.…”

Section: Introductionmentioning

confidence: 99%

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

et al. 2020

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Academic misconduct is a problem of growing concern across the tertiary education sector. While plagiarism has been the most common form of academic misconduct, the advent of software programs to detect plagiarism has seen the problem of misconduct simply mutate. As universities attempt to function in an increasingly complex environment, the factors that contribute to academic misconduct are unlikely to be easily mitigated. A multiple case study approach examined how academic misconduct is perceived in universities in in Australia, New Zealand and the United Kingdom via interviews with academics and administrators. The findings show that academic misconduct is a systemic problem that manifests in various ways and requires similarly diverse approaches to management. Greater consistency in policies and procedures, including a focus on preventative education for both staff and students, is key to managing the mutations of academic misconduct that continue to plague the higher education sector globally.

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“…For example, lecturers may not think it is appropriate that Turnitin keeps assignments, since they are the intellectual property of the student (Bruton & Childers 2017). Other lecturers believe it is not their role to "police students" or that plagiarism detection is not part of their teaching responsibilities (de Maio, Dixon & Yeo, 2019).…”

Section: Introductionmentioning

confidence: 99%

Strategies for improving use of text-matching software by staff

Kolomaznik¹

2020

ASCILITE’s First Virtual Conference. Proceedings ASCILITE 2020 in Armidale

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Universities are increasingly requiring the use of text-matching software (e.g., Turnitin, Urkund) for assessment. Even so, teaching staff may be resistant to using new technology for a variety of reasons. This study aimed to determine specific strategies and recommendations for improving uptake and correct usage of text-matching software at universities by gathering the experiences of training staff who have combatted resistance to new technologies. Two focus groups with 22 participants across five universities used a modified version of the Delphi method to come to consensus on their top five recommended strategies, which included: offering “out of the box” materials, using evidence, fostering champions, providing training and support to teaching staff, ensuring consistent messaging, building relationships, and offering student-facing support. These strategies may help university trainers improve the adoption of text-matching software, though more research is needed to determine the relative effectiveness of different strategies.

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Responding to student plagiarism in Western Australian universities: the disconnect between policy and academic staff

Cited by 38 publications

References 20 publications

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

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

Managing the mutations: academic misconduct in Australia, New Zealand and the UK

Strategies for improving use of text-matching software by staff

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