Unintentional plagiarism and academic integrity: The challenges and needs of postgraduate international students in Australia

Fatemi, Ghazalossadat; Saito, Eisuke

doi:10.1080/0309877x.2019.1683521

Cited by 44 publications

(56 citation statements)

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“…The literature suggests focusing beyond cultural influences (Adhikari, 2018;Leask, 2006;Tran, 2013). The most significant recent focus shift is addressing plagiarism by paying attention to individuals' challenges (Adam et al, 2016;Adhikari, 2018;Fatemi & Saito, 2020;Macdonald & Carroll, 2006;Pecorari, 2013;Robertson et al, 2000). Findings from recent research also have highlighted the importance of rehabilitative as opposed to punitive approaches in dealing with student plagiarism (Adam et al, 2016;Born, 2003;Fatemi & Saito, 2020;Green et al, 2006;Leask, 2006;Marshall & Garry, 2005;Phan, 2006).…”

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

“…Others suggest focusing on student difficulties rather than dishonesty and intentional factors (Adam et al, 2016;Adhikari, 2018;Fatemi & Saito, 2020;Macdonald & Carroll, 2006;Pecorari, 2013;Robertson et al, 2000). Increasingly in contemporary scholarship, researchers highlight the need to realise the complex and multifaceted nature of plagiarism (Adhikari, 2018;Bokosmaty et al, 2019;de Jager & Brown, 2010;Donnelly, 2013;Evering & Moorman, 2012;Halupa et al, 2016;Macdonald & Carroll, 2006;Pecorari, 2016;Sousa-Silva, 2020).…”

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

“…Some researchers promote correctional and educational responses to student plagiarism. They recommend academic institutions to acknowledge students' diverse backgrounds and needs (Adhikari, 2018;Amsberry, 2009;Fatemi & Saito, 2020;Leask, 2006;Marshall & Garry, 2005).…”

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

“…Several suggest remedies that go beyond policing and punishing (Bretag, 2013;Marshall & Garry, 2005;McCabe & Stephens, 2006). Researchers recognise the need to inform students about the university's rules and/or expectations concerning plagiarism (Adam et al, 2016;Born, 2003;Fatemi & Saito, 2020;Green et al, 2006;Leask, 2006;Marshall & Garry, 2005;Phan, 2006) and provide them with skills to engage with sources (Adam et al, 2016;Adhikari, 2018;Green et al, 2006;Leask, 2006;Marshall & Garry, 2005;Vardi, 2012;Yeo, 2007).…”

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

“…The literature suggests that academic experiences of students transferring to an unfamiliar cultural, social, and academic environment differ from those of their local counterparts. The scholarly journey is tougher and more challenging for international students (Divan et al, 2013;Fatemi & Saito, 2020;Franken, 2013;Menzies & Baron, 2014;Schmitt, 2005;Tobbell & O'Donnell, 2013) because of disparities between their educational backgrounds and overseas universities' expectations (Amsberry, 2009;Divan et al, 2013;Franken, 2012). International students may face challenges concerning unfamiliar academic integrity standards (Fatemi & Saito, 2020;Zimerman, 2012), different assessment methods and criteria (Carroll, 2008;Divan et al, 2013;Song-Turner, 2008), and new academic practices and expectations (Divan et al, 2013;Duff et al, 2006;Sawir et al, 2012;Schmitt, 2005).…”

Section: Rationale For the Studymentioning

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: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

Section: Alternative Views Of Plagiarism By International Studentsmentioning

confidence: 99%

Section: Rationale For the Studymentioning

confidence: 99%

See 3 more Smart Citations

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

Tran¹

2021

Preprint

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Effectiveness of case scenario‐based teaching to transition international Master of Public Health students specialising in health promotion from memorization to critical thinking

Hosseinzadeh

Ratan

Shnaigat

et al. 2022

Health Prom J of Aust

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Issue addressed: Critical thinking is essential to health promotion to overcome increasingly complex health issues. International students from Middle East and Asia are however disadvantaged when required to demonstrate critical thinking mainly because of their previous training in memorisation. This study addresses this need by evaluating the effect of case scenario-based teaching on transition from memorisation to critical thinking among international students in an Australia university.Methods: This was a pre and post intervention study and data were collected from a convenience sample of 79 international Master of Public Health students specialising in health promotion in 2019 at the University of Wollongong.Results: Most of the participants were female (73.4%) and aged 25 years or older (64.6%), predominantly from India (40.5%), Nepal (31.6%) and Saudi Arabia (11.4%). A paired t-test analysis showed that the interventioncase scenario-based teachingsignificantly improved the mean post-intervention critical thinking skills (P < 0.001). Case studies improved critical thinking among international students, irrespective of demographic attributes. Multiple regression analyses indicated that critical thinking predicted 78.6 of the total marks, after controlling for demographic attributes. In terms of assessment marks, improved multiple solutions skills yielded better marks for tutorial participations; while improved problem identification skills improved marks for report assessments and exams.Improved communication skills led to better marks for essay assessments.Conclusions: Case studies improved critical thinking and was a reliable predictor of student performance among the participants.So what?: This study makes a strong case for case scenario-based teaching to improve critical thinking among international students. However, given the limitations of this study, including the small, non-representative sample, further testing is required.

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Learning and Classroom Experiences

Waters

Brooks

2021

Student Migrants and Contemporary Educational Mobilities

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Unintentional plagiarism and academic integrity: The challenges and needs of postgraduate international students in Australia

Cited by 44 publications

References 73 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

Effectiveness of case scenario‐based teaching to transition international Master of Public Health students specialising in health promotion from memorization to critical thinking

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