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Integrity in higher education marketing? A typology of misleading data-based claims in the university prospectus
No full textThis paper examines misleading marketing claims in UK university prospectuses. It reviews earlier studies suggesting that the imagery and language of university marketing can be misleading. It considers the use of data and statistics by universities in their advertising – a topic not previously studied. From a sample of UK university prospectuses a typology of misleading data-based marketing claims is proposed, with nine categories: omission of facts and selective reporting; misleading wording; misleading inferences about an attribute; misleading associations between attributes; misleading endorsements; claim-fact discrepancies; falsehoods; carefully crafted comparisons, and claims without a reference point. Because choosing a university is so important to students and because universities aspire to high ethical and scholarly standards, the issues raised by these findings are significant. The two bodies empowered to address this issue in the UK do not take a proactive approach and so it must fall to universities themselves to address the ethical challenges raised by misleading marketing
An investigation into plagiarism motivations and prevention techniques: Can they be appropriately aligned?
No full textThis paper focuses on the emergence and expansion of the phenomenon of plagiarism in higher education. Through a mixed-method investigation, and by applying appropriate criminological theory, it explores the student motivations that have been identified as leading to plagiarism, and tests the means employed by higher education providers to combat it. The article highlights an apparent disconnect between the perceived realities of both student and education provider. It concludes that this disconnect must be carefully considered so that higher education providers can develop effective policies to prevent academic misconduct rather than exacerbate it
Student perspectives on source-code plagiarism
No full textAn earlier version of this paper was presented at the 5th International Integrity and Plagiarism Conference, Newcastle-upon-Tyne, UK, July 2012 (Joy, Sinclair, Boyatt, Yau & Cosma 2012).
Prevention and detection of plagiarism has formed the basis of much research, but student perceptions on plagiarism are arguably not well understood. This is particularly the case in the computing disciplines. This paper considers two aspects of the student experience: (i) the types of plagiaristic activity that students engage in, and (ii) the specific understanding of what plagiarism means for students who write computer programmes. In a recent study, data were collected from published material (books, published papers, websites), and online formative quizzes and questionnaires used by universities to test student knowledge of what constitutes plagiarism. Facet analysis was used to classify the data into four initial categories (sources, actions, material, extrinsic). Further analysis suggested a refinement to six categories and 23 sub-categories which directly relate to the computing disciplines. In a further study a large-scale online questionnaire was carried out to obtain the perceptions of students on source-code plagiarism. Data were collected from 770 students studying at 21 higher education institutions in the UK and overseas. This study's results suggest that certain types of plagiaristic activity are poorly understood. This paper summarises and compares the results of these two studies and reflects on the implications for educating computing students about how they should avoid plagiarism
Experts amongst us: What do we know about them?
No full textExperts are identifiable individuals whose performances show consistent patterns of advanced level achievement on objective measures over time. Empirical research into the traits of such individuals began in 1899, and a substantial database has accumulated, across some 90 different skill areas and professions. Developing expertise changes the way the mind processes information, and becomes a genuine handicap when striving to teach skills to newcomers. However, a body of research informs us that classroom teaching constitutes a significant skill domain, and the traits identified are consistent with what is known about expertise across scores of other professions and skill domain
"I can't say it any better": Critical reading as a threshold concept in helping postgraduate Arab students become critical and original writers
No full textMany studies on plagiarism issues across the globe have arrived at the consensus that in dealing with plagiarism, universities need to do more than provide students with policies and procedures. Education, via academic support classes, has been touted as the way forward in teaching students to develop academic writing skills and avoid plagiarism. Teaching postgraduate students to produce academic writing that is analytical while retaining their individual expression has been a challenge at the British University in Dubai (BUiD). Most of the students at the university come from mainly Arab educational backgrounds. This could mean that their education may not have been in English but more importantly, that they may also have been entrenched in different learning and teaching styles. Previously encouraged to rely on restating exactly what they have read may contribute to students' inability to express critical thought through their writing. Based on analysis of students' critical writing through faculty feedback, samples of student writing and Turnitin reports, this paper seeks to demonstrate that teaching critical reading skills as a threshold concept that translates into critical thinking skills will help students adopt a different approach to reading, which will subsequently help develop critical writing skills. This paper will show how pedagogy was developed to enable students to read critically and produce coherent and thoughtful critical writing while retaining academic integrity
The missing meso: Variation in staff experiences of an academic practice initiative and lessons for educational change
No full textThis paper examines variation in change agents' experiences of an intended culture change, following their implementation of an organisation-wide initiative at a single university. The purpose of the initiative was to promote better understanding of a range of academic practice and academic conduct issues amongst students and staff, and generate an institution-wide culture change. The change agents were interviewed and resulting data analysed using the phenomenographic approach, from which four qualitatively different conceptions were developed. The results suggest that a full culture change has not occurred, but that instances of localised changes have taken place. Drawing on two theoretical models, it is argued that in initiatives of this type, greater account needs to be taken of the meso level – cultures and practices in departmental and programme contexts – and that such meso level considerations should be used to complement central planning approaches adopted by academic leaders who design such initiatives
University Course Completion and ATAR Scores: Is there a Connection?
No full textIn the context of proposed changes to university funding introduced by the federal government, including ‘uncapping’ of university places for undergraduate courses, universities are examining the potential impact that these changes may have on their enrollment patterns, university budgets and resources. Federal government policy requires universities to ensure that twenty per cent of undergraduate university places be provided to students from a low socio-economic background. This paper reports results of some research that challenges current perceptions about student entry scores, course progression and course completion rates
The Exercise Class Experience: An Opportunity to Promote Student Wellbeing During the HSC
No full textResearch reveals that approximately 40% of Year 12 HSC students and 25% of Year 11 HSC students experience symptoms of depression, anxiety and or stress exceeding the normal or expected values. Numerous studies show that female students report higher levels of psychological distress than their male counterparts. Female secondary school students also report poor lifestyle behaviours such as low levels of physical activity participation. This is despite research demonstrating physical activity interventions as an effective means of promoting wellbeing. However, it has not been well documented whether physical activity interventions are considered beneficial by HSC students at this stressful time of their lives. Therefore, the current study explores the experiences among a group of female HSC students (n=6) (mean age = 17 years) regarding their involvement in a once per week, 8 week exercise class program. Each participant reported at least one perceived benefit relating to their involvement in the 8-week exercise class program. A perceived increased level of access to physical activity was identified by the participant group. After taking part in the program, reductions in individual subjective stress, increased social interaction, improved self esteem and improved mood states were all identified by the participants as perceived benefits of exercise class participation. It is recommended that secondary schools in Australia focus on providing supportive environments for health by offering HSC students the chance to take part in conveniently located, free of charge exercise classes
Citations in search of a purpose: Source use and authorial voice in L2 student writing
No full textAlthough much of the research into source use by international students has tended to focus on issues of plagiarism, there has recently been recognition that their difficulties in this respect may be more pedagogical than moral. However, much remains to be known about the nature of such students? source use. In order to throw light on the ways in which novice L2 writers use source material in their writing and to understand what difficulties they experience, this paper reports on a small case study involving a group of Japanese postgraduate students. Analysis of five Pre-Master?s dissertations written by these students, as well as interviews conducted with the writers, revealed that they varied in their ability to handle source material effectively. In many cases, their use of source material appeared to be symptomatic of weak authorial stance and apparent lack of a clear argument. Based on these findings, the study concludes with the recommendation that instruction on the use of source material focus to a greater extent on its rhetorical function in constructing knowledge
Editorial 8(2)
No full textI am pleased to welcome you to the final issue of the International Journal for Educational Integrity for 2012.
It has been a very busy year for academic integrity, with numerous conferences, symposiums and research projects taking place around the globe. In June, Plagiarismadvice.org celebrated their 10th Anniversary with the 5th International Integrity and Plagiarism Conference (5IPC) held at Newcastle-upon-Tyne, UK (www.plagiarismadvice.org). The International Association of Academic Integrity Conferences was launched in Newcastle, with a mission to "facilitate international conversations on educational issues ranging from cheating and plagiarism to pedagogy and best practices" (www.iaaic.org). In November, the International Center for Academic Integrity planned to hold their 20th Anniversary Annual Conference at Princeton, New Jersey, only to have to cancel the event due to Hurricane Sandy. The program is available on the ICAI website: www.academicintegrity.org. The Asia Pacific Forum on Educational Integrity held a symposium entitled 'Adapt and remix: Academic integrity in action' at the University of Wollongong in November. The program and abstracts are available at www.apfei.edu.au. Finally, the Australian Office for Learning and Teaching funded project, Academic integrity standards: Aligning policy and practice in Australian universities, concluded on 30 November, and all research papers and learning resources are available at www.aisp.apfei.edu.au.
This issue begins with four selected and reworked papers from the 5th International Integrity and Plagiarism Conference, followed by two papers that were submitted via the standard online journal submission process. The variety of papers represent the depth, breadth and increasing maturity of academic integrity as a field of study, as well as the multiplicity of viewpoints and diversity of cultural perspectives on the topic. Countries represented in this issue include the USA, UK, Australia and Iran and the theme uniting every paper is the need to educate and support students to learn about the values and practices of academic integrity, while simultaneously ensuring consistent and appropriate responses to breaches when they occur.
Judith Jurowska and John Thompson open the issue with the aptly titled, "Opening doors early to academic integrity". The authors report that the discipline-specific study skills on academic integrity, which were part of a pilot project to prepare new undergraduate students for tertiary study, resulted in a dramatic reduction in recorded cases of plagiarism at the University of Durham UK. Although analysis indicated that the pre-arrival skills exercises did not result in a significant improvement in grades for submitted assignments, Jurowska and Thompson maintain that students did benefit in much broader terms relating to understanding, engagement and preparation.
Mary Davis, from Oxford Brookes University UK, also highlights the role of academic integrity education, specifically in relation to international postgraduate students. Using data from interviews with eight international English as an Additional Language (EAL) Masters students, and their postgraduate tutors, as well as key international academic integrity experts, Davis calls for continuous pedagogical support to be provided to international postgraduate students during their program of study. The highlight of Davis' paper is the opportunity provided for the range of respondents to provide their individual, and often conflicting, perspectives through verbatim quotations from the interview data.
Cally Guerin and Michelle Picard from the University of Adelaide, provide the third paper from 5IPC, reporting on a pedagogical innovation that makes a cheeky reference to the commercial text-matching software by iParadigms, Turnitin. Like Davis in the UK, Guerin and Picard are concerned with the language and learning needs of international EAL students, this time in the Australian context. In order to develop novice research writers' understanding of acceptable use of sources and mastery of discipline-specific language, the authors have developed a process they have called 'Try it on', which uses concordancing software alongside Turnitin. Their paper presents textual analysis of two case studies where research students used the 'Try it on' process, each with different but successful results.
The fourth paper presented at 5I2PC is by Cath Ellis, from the University of Huddersfield, UK. In keeping with the stance of every author in this issue, Ellis' work is framed by a commitment to a "rigorous and consistent holistic approach to educational integrity". With this framework in mind, Ellis provides a fresh perspective on the topic by addressing the challenge of how to manage the workload implications of plagiarism detection. The author maintains that Electronic Assessment Management (EAM), integrating appropriately administered text-matching software, has the potential to provide both an effective and efficient solution. Ellis' paper provides details of how one UK university has successfully operationalised EAM using a business process approach that could be adapted in other contexts.
Researchers, writers and practitioners from around the world are keenly interested in how to use electronic tools most effectively to both educate students about academic integrity and detect plagiarism. Joseph Mazer (Clemson University) and Stephen Hunt (Illinois State University) explore how electronic submission of assignments influenced first-year students' perceptions of academic dishonesty and self-reports of cheating behaviour. Participants included 147 first year undergraduate students enrolled in a basic communication course at a Midwestern university. Experimental group instructors asked their students to submit their assignments to an email account on the understanding that this would allow their instructors to check for plagiarism. This group received numerous reminders throughout the semester to submit their work electronically. Students in the control group did not have to submit their assignments in this way. Both groups of students were required to respond to a questionnaire designed to gauge their understanding of academic integrity as well as self-reported cheating behaviour. Resulted indicated that the control group participants were more likely to self-report cheating behaviours, while the experimental group students improved significantly in their perception of what constitutes academic dishonesty. Mazers and Hunt's study provides an example of a simple, affordable and transferable way of influencing students' behaviour and understandings of academic integrity.
Other authors in this issue have addressed some of the challenges faced by postgraduate international EAL students. The final paper in is this issue is much more than just another study examining the prevalence rates of different forms of plagiarism. What makes this paper unique is that the student participants had three distinct characteristics. They were postgraduate (Masters), EAL and Iranian. Using a questionnaire adapted from one developed and used by Maxwell, Curtis and Vardanega (2006), and Curtis and Popal (2011), Zafarghandi, Khoshroo and Barkat, perhaps not surprisingly, found that plagiarism is pervasive among Iranian EAL Masters students. In company with perceived best practice, the researchers also recommend that "early educational intervention is critical to enhance students' perceived seriousness of plagiarism", and that such educational strategies need to be embedded throughout the student's program of study.
I trust you will enjoy the rich and varied papers in this issue of the International Journal for Educational Integrity, and that many of the lessons, both pedagogic and research-oriented, will be useful to you in your academic practice.
Please continue to submit papers for review, either via the online platform, or directly to [email protected].
With best wishes for the festive season,
Tracey Bretag, IJEI Editor