Student Perspectives on Plagiarism

Adam, Lee

doi:10.1007/978-981-287-098-8_67

Cited by 19 publications

(9 citation statements)

References 32 publications

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“…From the standpoint of literacy, plagiarism research should focus on student academic development, more precisely on how students understand, write, consult and cite the references (Howard and Jamieson 2021). Simultaneously, while many studies centered on plagiarism as a moral issue have been carried out to know how students view plagiarism, from a literacy perspective, it would be essential to examine how students perceive themselves as authors, i.e., as readers, writers and source consulters (Adam 2016;Elander et al 2010;Pittam et al 2009).…”

Section: Consulting Strategies and Knowledge Of Citation Rulesmentioning

confidence: 99%

Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students

2022

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In aiming to frame plagiarism as an academic literacy issue, this paper focuses on the strategies used by firsts years Portuguese university students, when writing from sources, along with the relationship between these strategies and the way students view themselves as readers, writers and users of sources. The study was based on 44 short summary essays written by students as well as their responses to a questionnaire and checklist on citation rules. The evaluation of the essays revealed that students often use copying and patchwriting. In addition, we found that much of the time students changed the meaning of the content expressed in the source. In relation to the way students evaluated themselves, generally their view was they used appropriate strategies. The study did not reveal a relationship between perceptions of using appropriate strategies and the use of those same strategies. Nonetheless, we found an association between performance and perceptions of using copying. Perceived use of a ‘think-then-do’ strategy was also related to changing the meaning when writing from sources. Concerning school achievement, stronger students evaluated themselves as using more appropriate strategies, and those who had not previously failed (a) school year(s) also displayed a better knowledge of citation rules. However, we failed to find any relationship between school achievement and the use of strategies for writing from sources. The main findings of the current research point to the existence of issues concerning how to address academic literacy, findings that go beyond plagiarism and, consequently, indicate the need for pedagogical responses.

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Section: Consulting Strategies and Knowledge Of Citation Rulesmentioning

confidence: 99%

Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students

2022

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“…Despite the ambiguity surrounding the definition of plagiarism, a consistently moral stance highlights the underlying presumption of ethical violations involving intentional dishonesty. Throughout the literature, the terms “plagiarism” and “cheating” are used interchangeably (Adam, 2016), and academic institutions express an obligation to take a firm stance against plagiarism as a form of “cheating” (Christensen, 2011, p. 201). As academic institutions remain vigilant in their “war on plagiarism” (Serviss, 2016, p. 559), instructors are reminded they are the first line of defense with “a legal and ethical obligation to make students aware of what plagiarism actually is and how they can avoid it” (Davis, 2011, p. 160).…”

Section: The Academic Response To Idea Theftmentioning

confidence: 99%

“…The moral perspective understands plagiarism as a behavior that stems from deception. Fault lies with students presumed to have sufficient knowledge to properly engage in academic writing but chose not to do so, leaving no obligation for the instructor to provide a pedagogical intervention (Adam, 2016).…”

Section: The Academic Response To Idea Theftmentioning

confidence: 99%

“…As it turns out, attempts to validate the assumption that students do understand the definitions of plagiarism and rules of citation yield contradictory results (Adam, 2016). Faculty members often assume that students admitted to institutions of higher education have a thorough understanding of what constitutes plagiarism (Sutherland-Smith, 2008).…”

Section: Pedagogy Of Research and Citationmentioning

confidence: 99%

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Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency

Rosol

Cyphert

2018

Business and Professional Communication Quarterly

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Despite university policies and classroom procedures designed to deter student plagiarism, upper-division students seemed to be violating the rules in growing numbers. Recent research suggested that student plagiarism results from a complex mix of factors, including a need for instruction, but offers little guidance regarding effective teaching methodologies. The authors developed and tested an instructional protocol and concluded that a mastery learning approach provides an effective method for reducing student plagiarism.

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“…Notice the word “defraud” here. Plagiarism has long been associated with cheating, as Adam (2016) has noted, and moral persuasion has been one of the primary tactics for dissuading the practice. I often use the example with my students that I would not want a hand surgeon operating on me who cheated her way through medical school.…”

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confidence: 99%

The Problem of Plagiarism: Finding Ways to Promote Academic Integrity in the Classroom

Knight

2018

Business and Professional Communication Quarterly

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Plagiarism, as any teacher will tell you, remains an intractable problem and is especially prominent in higher education. The dictionary definition is "to steal and pass off (the ideas or words of another) as one's own," to "use (another's production) without crediting the source" ("Plagiarize," n.d.). Most tertiary institutions have official policies regarding plagiarism and spell out various penalties depending on the particular circumstances. A key issue is usually the question of intent. Did a student deliberately attempt to defraud or was the action a product of ignorance? Notice the word "defraud" here. Plagiarism has long been associated with cheating, as Adam (2016) has noted, and moral persuasion has been one of the primary tactics for dissuading the practice. I often use the example with my students that I would not want a hand surgeon operating on me who cheated her way through medical school. Faculty members confronted with student plagiarism have often assumed that their students know how to cite sources correctly, when, in fact, there is little evidence to validate that claim (Sutherland-Smith, 2008). Dealing with plagiarism has become a reactive exercise, with much time devoted to detection and then the determination of suitable punishment for the crime. Less attention has been devoted to producing scholarship on the effectiveness of various methods for teaching responsible research (Devlin, 2016). Plagiarism has also become a catch-all term to refer to improper citation of sources, copying or paraphrasing without proper punctuation or attribution, or submitting another's work as one's own, as in buying a paper from an online service. But discovering the problem is not the same as finding a solution. Our lead article in this issue flips the reactive approach into something proactive, what the authors refer to as a "mastery learning approach," resulting in both a reduction in plagiarism and improved adherence to the principles of academic integrity. As educators, we cannot simply ignore the problem but must find ways to ensure that our students and colleagues are adequately prepared to face the challenges of reporting research responsibly. I would welcome more studies of how to accomplish that important task.

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Student Perspectives on Plagiarism

Cited by 19 publications

References 32 publications

Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students

Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students

Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency

The Problem of Plagiarism: Finding Ways to Promote Academic Integrity in the Classroom

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