Abstract
Abstract Academic integrity violations have become widespread and pervasive in the university. The manner in which we respond to such violations is important. The prevalent approaches based on procedures, policies, appeals, and sanctions are seen as inadequate and may often be viewed as punitive or disciplinary. Even if they may bring about desired changes in behavior, it is not clear whether the behavioral changes are based on fear of punishment or due to transformative inner learning. Drawing upon reflective learning theories, this paper reports and reflects on the exploratory use of reflective means in two courses over four semesters to deal with students who had plagiarized on their class assignments. As there is little prior work in terms of methodology or research or practice addressing reflective approaches dealing with plagiarism, the goal of this study is to explore the feasibility and promise of integrally combining two reflective practices – an initial dialogue between instructor and student and a reflective essay subsequently written by the student. (Anti-plagiarism software was used to help detect plagiarism.) The main finding of this study is that such an approach is sensible, feasible, and promising. The reflective approach calls for mindfulness, empathy, and skillful dialogue on the part of the instructor and appears to encourage critical self-reflection in the student. Innovative reflective approaches warrant further research for inclusion as significant elements of a wise and holistic institutional response to academic integrity violations. Self-reflection may not only reduce the incidence of plagiarism and other academic integrity violations but may also be conducive to the growth of practical wisdom and inner change that spills over into other dimensions of integrity. Implications for institutional practices and further research are discussed.
Highlights
Academic integrity violations such as plagiarism, copying, unauthorized collaboration, cheating on examinations, and unauthorized access to examinations have become widespread and pervasive in the modern university setting, aided undoubtedly by the easy availability and proliferation of various technologies
The standard institutional response by universities to cheating has been to articulate academic integrity policies that aim at behavior modification through information, procedures, and sanctions, there is growing recognition that holistic approaches that integrate policies, practices, information providing and learning strategies are needed to address the gamut and complexity of academic integrity issues including plagiarism (MacDonald and Carroll, 2006; Bretag et al 2011.) It is in this larger context that approaches focusing on empathy, reflection, dialogue, and understanding of the prevalent digital culture of young adults are likely to find a place
A limitation of this study is that with the small sample sizes involved, and the changes made in the dialogue process and reflective essay specifications each semester resulting from new learning during each trial, the study should be considered exploratory; it would have been premature to conduct studies looking for hard effectiveness data without first experientially exploring and understanding reflective processes for this new use
Summary
Academic integrity violations such as plagiarism, copying, unauthorized collaboration, cheating on examinations, and unauthorized access to examinations have become widespread and pervasive in the modern university setting, aided undoubtedly by the easy availability and proliferation of various technologies (see e.g., McCabe, 2005; Park, 2003; Campbell, 2006 among many other studies). The standard institutional response by universities to cheating has been to articulate academic integrity policies that aim at behavior modification through information, procedures, and sanctions, there is growing recognition that holistic approaches that integrate policies, practices, information providing and learning strategies are needed to address the gamut and complexity of academic integrity issues including plagiarism (MacDonald and Carroll, 2006; Bretag et al 2011.) It is in this larger context that approaches focusing on empathy, reflection, dialogue, and understanding of the prevalent digital culture of young adults are likely to find a place. There is increasing evidence from researchers that reflective learning and reflective practices play an important role in higher education (Brockbank & McGill, 2007). There has been little research or reporting on the use of reflection in responding to academic integrity violations in general and plagiarism in particular. Some schools do offer an option of writing a reflection paper, it seems to be treated as a sanction along with probation and other disciplinary actions
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