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When students reference plagiarised material – what can we learn (and what can we do) about their understanding of attribution?
No full textAlthough some students probably intend to plagiarise, others do it unintentionally; yet, as McGowan observes,"unwitting plagiarism" has been "largely neglected in the literature" (2005). In this article, I discuss some practices of attribution that students bring from school to university, and focus on one kind of 'unwitting plagiarism' that puzzles lecturers and student learning advisers alike – that is, when students provide a reference for 'clearly' plagiarised material. Drawing on Bakhtin, I suggest reasons why this practice makes sense to the students who do it. Then, drawing on Rose (1996) and East (2006), I look at the kind of teaching that would be necessary to mediate the gap between students' and lecturers' understandings of the purposes of attribution in scholarly writing
APFEI Membership Form 2008
No full textPlease download and complete the membership form for the Asia Pacific Forum on Educational Integrity. Please forward with your payment to Ms Melissa Ellmers, Finance Officer, School of Management, University of South Australia, GPO Box 2471, Adelaide, SA 5001.
Benefits of membership include:
Access to the APFEI website and discussion list;
Opportunities to contribute to the APFEI wiki/respository of resources;
Discounted individual membership;
Collaboration with the Center for Academic Integrity (Clemson University, USA, and plagarismadvice.org (Northumbria University, UK);
15% discount on bi-annual APFEI conference registration to all delegates with individual or institutional membership;
Networking opportunities with key researchers in the field, including mentoring to publish in the IJEI;
Reputational benefit in being associated with the first organisation in the region specifically devoted to issues of educational integrity; and
Access to key researchers/speakers/professional developers to conduct seminars and training
Editorial Volume 4(1)
No full textWelcome to Volume 4(1) of the International Journal for Educational Integrity.
Last year finished in a frenzy of activity at the 3rd Asia-Pacific Conference on Educational Integrity: Creating a Culture of Integrity, held at the University of South Australia, 7-8 December 2007. Professor Cathy Small from Northern Arizona University opened the conference with her thought-provoking presentation, 'The culture of the university: Challenges and implications for academic integrity', based on her undercover year as a college freshman. This was followed by thirty-five papers and workshops, including excellent keynote addresses by Professor Brian Martin from the University of Wollongong, Professor Bob Birrell from Monash University, and Emeritus Professor Robert Crotty from the Ethics Centre of South Australia. The full proceedings are available in CD-Rom by contacting [email protected]. The next conference, scheduled for late 2009, will be held at the University of Wollongong in New South Wales, Australia. Further details will be provided in the coming months via this journal and the Asia-Pacific Forum on
Educational Integrity.
I would like to take this opportunity to welcome members of a newly established Editorial Board of the IJEI: Robert Crotty, Ethics Centre of South Australia; Fiona Duggan, Higher Education Academy JISC Academic Integrity Service, UK; Rebecca Moore Howard, Syracuse University; Brian Martin, University of Wollongong; Helen Marsden, University of Canberra; Don McCabe, Rutgers University; Miguel Roig, St. John's College, New York; and Daniel Wueste, Center for Academic Integrity, Clemson University.
The current issue of the journal offers an eclectic mix of international and interdisciplinary insights. Kate Chanock, an Academic Language and Learning (ALL) adviser from La Trobe University in Melbourne, explores survey data which sought to provide an explanation for why many students unwittingly plagiarise. Chanock then shares her own teaching practice as a means of "mediating the gap between students' and lecturers' understandings of the purposes of attribution in scholarly writing".
Sue McGowan from the University of South Australia, and Margaret Lightbody from the University of Adelaide, provide insights from Commerce as they make the case for ongoing plagiarism education for English as an additional language (EAL) students. McGowan and Lightbody outline an assignment "specifically developed to assist EAL students in a second-year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline".
The final two papers come from African nations, and inevitably overshadow some of the integrity issues confronting Western academics. While this is not the first time that African scholars have submitted work for consideration to the journal, this is the first time that authors, reviewers and editors have worked hand-in-hand, over multiple revisions and submissions, and an extended time period, to ensure that the final work meets international academic publishing standards. We trust that readers will agree that the message being told in both papers is important, and that academics in more privileged institutions have a responsibility to collaborate with our colleagues to ensure that these stories reach a wide audience.
Anthony Nwaopara, Anthony Ifebhor and Frank Ohiwerei from Ambrose Alli University Ekpoma in Nigeria, dare to speak out about the shocking breaches of academic integrity occurring everyday in Nigeria. 'Proliferating illiteracy in the universities: A Nigerian perspective' argues that the current crisis in the Nigerian educational system is "contributing to a downward spiral in academic standards, and in particular... to decreasing literacy among Nigerian students". The authors provide a rare inside view of the underfunded Nigerian education system which exists in a broad culture of corruption, and is dominated by examination fraud, violence on campus, sexual harassment and a range of entrenched social problems. One recommendation, among others offered by the authors to ameliorate this situation, is for university authorities, administrators, lecturers, students and parents to maintain a strict code of personal ethics in all educational endeavours.
By fortuitous coincidence, this suggestion is taken up by Blessing Chapfika from Masvingo State University, Zimbabwe, in his paper, 'The role of integrity in higher education'. Chapfika maintains that 'virtue ethics' as opposed to rules-based approaches to ethics, plays a crucial role in higher education. Without referring to specific behaviours or cases, Chapfika makes a strong case for the centrality of the key virtue - integrity - for both teachers and learners.
I do hope you enjoy the current issue of the International Journal for Educational Integrity, and encourage you to consider submitting a paper for review. The December issue of the journal will be a special issue, guest edited by Dr Fiona Duggan, from the Higher Education Academy JISC Academic Integrity Service in the United Kingdom. Dr Duggan is seeking papers focusing on supporting and promoting academic integrity in European Higher Education Institutions. Please send your submissions directly to her at [email protected]. The submission deadline is 8 September 2008.
Other papers not related to the Special Issue, can be submitted to the journal via the automatic tracking system, or directly to me at [email protected].
Tracey Bretag, IJEI Editor
April 2008
List of reviewers 2007-2008
Bambaccus, Mary. University of South Australia
Barthels, Alex. University of Technology, Sydney
Cadman, Kate. University of Adelaide
Di Matteo, Don. University of South Australia
Dick, Martin. RMIT, Melbourne
Duggan, Fiona. JISC Advisory Service, U.K.
East, Julianne. La Trobe University
Foster, Gigi. University of South Australia
Harris, Howard. University of South Australia
Hastie, Brianne. University of South Australia
Higgins-Desbiolles, Freya. University of South Australia
Hinton, Leone. Central Queensland University
Kennelly, Robert. University of Canberra
Li, Laubi. University of South Australia
Marsden, Helen. University of Canberra
Matthews, Brian. Flinders University
Morrow, Margaret. SUNY Plattsburgh, New York, U.S.A.
Muller, Robert. Flinders University
O’Callaghan, Terry. University of South Australia
Palmer, Carolyn. Flinders University
Sharman, Jason. Griffith University
Smith, Erica. Charles Sturt University
Van Hooft, Stan. Deakin University
Wache, Dale. University of South Australia
Winefield, Tony. University of South Australia
Editorial Volume 4(2)
No full textAs 2008 draws to a close, I am pleased to publish Volume 4(2) of the International Journal for Educational Integrity. Having attended the 3rd International Plagiarism Conference at Northumbria University in the UK in June, and recently joined the Advisory Board of the Center for Academic Integrity in the USA, I have gained the sense that there is increasing global interest in the broad field of educational integrity. In parallel with that interest has been an increased number of submissions to the IJEI, and an overall improvement in the quality of those submissions. I am delighted to report that the International Journal for Educational Integrity has been assessed by the European Science Foundation (Standing Committee for the Humanities) as a category 'B' in the ERIH Initial List for 'Pedagogical and Educational Research', and is currently being considered for a change of category to 'A', for confirmation in early 2009.
The Asia-Pacific Forum on Educational Integrity (http://apfei.edu.au), the organisation which publishes the IJEI, is currently seeking members, both institutional and individual.
Benefits of membership include:
Access to the APFEI website and discussion list;
Opportunities to contribute to the APFEI wiki/respository of resources;
Discounted individual membership;
Collaboration with the Center for Academic Integrity (Clemson University, USA, and plagarismadvice.org (Northumbria University, UK);
15% discount on bi-annual APFEI conference registration to all delegates with individual or institutional membership;
Networking opportunities with key researchers in the field, including mentoring to publish in the IJEI;
Reputational benefit in being associated with the first organisation in the region specifically devoted to issues of educational integrity; and
Access to key researchers/speakers/professional developers to conduct seminars and training.
The membership application form follows this Editorial.
As in previous issues, Volume 4(2) brings together a range of scholars from around the world, each offering a unique perspective on the topic. Kay Fielden and Donald Joyce from Unitec in New Zealand, set the scene by offering an analysis of 125 papers on academic integrity by Australasian authors, published since 1998. Fielden and Joyce use a multi-stakeholder, multi-level theoretical framework to demonstrate that there was a dominant positivist mindset adopted by the authors in the sample, and that academic staff researchers provide the dominant stakeholder view, most often about student behaviour.
It is perhaps not surprising, therefore, that the other three papers in the issue are all written by academic researchers and all deal with student behaviour. Amanda Maxwell, Guy Curtis and Lucia Vardanega from the University of Western Sydney in Australia, investigate the perceived seriousness and understanding of plagiarism by local and Asian international students studying at two Australian universities. Based on a sample of 267 undergraduate students from varying disciplinary backgrounds, and using self-report questionnaires, the study challenges commonly held assumptions about cultural differences. No distinction was found between the two groups in terms of perceived seriousness and understanding of plagiarism. This study confirms the findings from other research which indicates that most students demonstrate some difficulty understanding what constitutes plagiarism, and that an
educative framework is needed for all students, regardless of cultural or linguistic background.
Vidar Gynnild, from the Norwegian University of Science and Technology, and Patricia Gotschalk, from Michigan Technological University in Houghton, report on an institutional study of academic integrity based on reported incidents from 2001-2006, and a campus-wide survey administered in 2008. Although the findings demonstrated that academic dishonesty was widespread, 40% of the academic staff who responded to the survey stated that they had taken no steps to address a suspected breach of academic integrity, due to insufficient proof. Other key findings relating to student breaches of academic integrity indicated that there are cultural and gender differences, as well as differences between schools (disciplines) and levels of study. International students were over-represented in integrity charges, and the most frequent offence generally was collusion. Like many other researchers in the field, Gynnild and Gotschalk conclude that a holistic approach which balances the “punitive and educational aspects of policies†is both the challenge and the goal.
The issue concludes with an insightful piece by Sarah Roberts-Cady from Fort Lewis College in Colorado. Roberts-Cady makes the case that while most colleges and universities have adopted two main strategies to address academic integrity – behaviour modification and character development – what is also needed is a
program of instruction which teaches students to think critically about values. Roberts - Cady asserts that critical thinking is not only an important element of rationality, but integral to being a morally responsible person. Given the emphasis on critical thinking in higher education, Roberts-Cady concludes that "critical thinking about honesty" is where we need to direct our attention in our daily efforts to address issues of
academic integrity.
I trust you enjoy the current issue of the International Journal for Educational Integrity and encourage you to submit a paper for review, either through the automatic tracking system, or directly to me at [email protected]. The next issue is scheduled to be published in April/May 2009.
Tracey Bretag, Editor
Reviewers for this issue:
Patrick Baughan, City University, UK
Mark Brimble, Griffith University, Australia
Kate Chanock, La Trobe University, Australia
Kathleen Gray, University of Melbourne, Australia
Margaret Green, University of South Australia
Heather Hancock, University of South Australia
Sue Knight, University of South Australia
Martin Lipscombe, University of the West of England, UK
Helen Marsden, University of Canberra, Australia
Stephen Marshall, Victorian University of Wellington, N
The Relationship between Cyberbullying and School Bullying
No full textMany children are likely to experience aggression in their relationships with schoolmates. With the advent of modern forms of communication, children are now able to harass their peers with mobile phones and e-mails, a behaviour known as cyberbullying. To determine the relationship between school bullying and cyberbullying, 432 students from grades 7–9 in Canadian schools were surveyed about their experiences of bullying. The results indicated that students who were bullied in cyberspace were also likely to bully their peers in cyberspace (r = 0.46, p < 0.001) and be bullied at school (56%). In addition, students who were bullied in cyberspace only, and students bullied both in cyberspace and at school, experienced difficulties at school such as low marks, poor concentration, and absenteeism. These results suggest that bullying that occurs either at or outside school can have an impact on school learning
Anxiety Prevention in Indigenous Youth
No full textAnxiety is the most prevalent psychopathology in young people, with up to 18% suffering from one or more anxiety disorders. Early prevention is important, as many signs of anxiety are often evident in childhood and adolescence. Anxiety disorders have negative consequences for academic, social and individual outcomes, and have been shown to be a precursor to depression, suicide and substance abuse. It is important to focus on a general population health approach of embedding anxiety prevention programs in the school curriculum as well as providing targeted intervention for indicated and at risk groups. Although there are some excellent evidence-based anxiety and depression prevention programs for children and adolescents, there has been little research into the prevention of anxiety in minority populations such as Indigenous young people. While it is easy to hypothesise that Australian Indigenous youth may suffer high levels of anxiety, data to support this are scant. Issues of appropriate research methodology; differing constructs of mental health; variable stressors and protective factors; and difficulties with culturally appropriate assessments and interventions complicate studies. Prevention and early intervention anxiety programs need to be culturally sensitive and adapted for Indigenous youth. This paper argues for more research to be conducted on the specific prevention needs in this seemingly vulnerable population