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‘Plagiarism today’: current themes and perspectives
Dr Erica MorrisSenior AdviserAcademic Integrity ServiceThe Higher Education Academy
2
Measuring the scale of the problem
types of misconduct, policies, procedures and penalties
Education and going online
academic integrity modules, learning activities (with text-matching tools)
Follow the light
holistic approach, institutional framework, promoting academic integrity
But in my discipline
educational context, subject-specific academic integrity issues
Uncovering secrets
reasons, student understandings and perspectives
• Summarising work from last 10 years
• Highlighting key issues• Case studies: educational
approaches– Institution– Programme– Subject
• Sharing good practice across higher education
Supporting academic integrity
3
• Reviewing policy to manage unacceptable academic practice in higher education
• Previous research and good practice guidance
• 12 recommendations• Examples and excerpts from
institutional policies• Illustrative cases
Policy works
4
‘Plagiarism tomorrow’: emerging themes, challenges and directions
Dr Erica MorrisSenior AdviserAcademic Integrity ServiceThe Higher Education Academy
6
Measuring the scale of the problem
types of misconduct, policies, procedures and penalties
Education and going online
academic integrity modules, learning activities (with text-matching tools)
Follow the light
holistic approach, institutional framework, promoting academic integrity
But in my discipline
educational context, subject-specific academic integrity issues
Uncovering secrets
reasons, student understandings and perspectives
• Importance of AMBeR project• Methodological issues– Self reporting (dis)honest
behaviour– Variation in terminology
• Patterns: use of assignments– Frequency and nature of plagiarism– Student characteristics– Walker (2010)
• Promote academic integrity– East (2009)
Measuring the scale of the problem
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• Complex skills– Research, study, academic
writing– Web resources, tutorials,
online modules
• Formative assessment– Students: practise skills– Text-matching tools
• ‘Avoid’, ‘reduce’ plagiarism• Evaluation study
– Academic integrity module– Lack of knowledge: citation– Belter and du Pre (2009)
Education and going online
8
University of Aberdeen’s guidance on plagiarism
• Generic and subject-specific issues– Group work and collusion– Data fabrication
• Context of the subject– Students acquiring knowledge
and skills
• Teaching, learning and assessment practices– Authentic assessments
But in my discipline
9
Follow the light
10
• Continuous staff engagement• Senior management• Ownership of policies
• Working to achieve consistency• Staff development• Joining up strategies and
policies• Using tools effectively
• Holistic approaches– Teaching and learning
strategies– Policies and procedures– Student learning and
development– Staff training and
development
East (2009), Macdonald and Carroll (2006), Park (2004)
• Varied, interrelated reasons• Study on use of sources and
plagiarism in essays– Questionnaire, text-analysis,
consultations with students– Electronic sources as different
from print– Lack of note-taking from
electronic sources– Academic writing: not just
‘technical’ matters– Ellery (2008)
Uncovering secrets
11
Directions
12
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Supporting academic integrity: approaches and resources for higher education
Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education
Follow-up and resources
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http://www.heacademy.ac.uk/academic-integrity
Belter, R. W. and du Pre, A. (2009) A strategy to reduce plagiarism in an undergraduate course. Teaching of Psychology, 36(4), 257-261.
Bertram Gallant, T. (2010) UCSD Academic Integrity Annual Report 2008-2009. http://academicaffairs.ucsd.edu/ug-ed/academicintegrity/AI_2008-2009_Report.pdf [7 June 2011].
Bretag, T. , Mahmud, S., East, J., Green, M., James, C., McGowan, U., Partridge, L., Wallace, M. and Walker, R. (2011) Academic integrity standards: a preliminary analysis of academic integrity policies at Australian universities.
Carroll. J. (2007) A Handbook for Deterring Plagiarism in Higher Education. Second edition. Oxford: Oxford Centre for Staff and Learning Development.
East, J. (2009) Aligning policy and practice: an approach to integrating academic integrity. Journal of Academic Language & Learning, 3(1), A38-A51.
Ellery, K. (2008) An investigation into electronic-source plagiarism in a first-year essay assignment. Assessment & Evaluation in Higher Education, 33(6), 607-617.
Macdonald, R. and Carroll, J. (2006) Plagiarism – a complex issue requiring a holistic institutional approach. Assessment and Evaluation in Higher Education, 31(2), 233-245.
Morris, E. with Carroll, J. (2011) Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education. The Academy JISC Academic Integrity Service, The Higher Education Academy. Available from: http://www.heacademy.ac.uk/academic-integrity
Morris, E. et al (2010) Supporting academic integrity: approaches and resources for higher education. The Academy JISC Academic Integrity Service, The Higher Education Academy. Available from: http://www.heacademy.ac.uk/academic-integrity
Park, C. (2004) Rebels without a clause: towards an institutional framework for dealing with plagiarism by students. Journal of Further and Higher Education. 28 (3), 291-306.
Plagiarismadvice.org (2010) Plagiarism Reference Tariff. Available from: http://www.plagiarismadvice.org/documents/AMBeR%20Tariffv2.pdf [1 November 2010].
Tennant, P. and Duggan, F. (2008) Academic Misconduct Benchmarking Research Project: Part 2. The Recorded Incidence of Student Plagiarism and the Penalties Applied. Available from: http://www.heacademy.ac.uk/ourwork/teachingandlearning/assessment/alldisplay?type=projects&newid=AMBeR&site=york [21 July 2010].
Walker, J. (2010) Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59.
References
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