Plagiarism In Education Research Articles

University Students’ Plagiarism Behaviours in Writing Instruction: A Systematic Review

The literature indicates that students' understanding of plagiarism and academic writing skills impact their plagiarism behaviour. However, there has yet to be a review that explores the methods, supporting tools, and content of writing instruction that can effectively reduce plagiarism behaviour at the university level. Therefore, this systematic review aims to present academic writing instruction that can prevent plagiarism behaviour. The review data was derived from four different databases, EBSCO, Wiley, Proquest, and JSTOR, published from 2010 to 2022. The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) standards were used to ensure that the review was systematically carried out. Based on the 22 articles reviewed, tutorial methods and workshops were most used to provide knowledge on plagiarism, followed by writing skills content, and guided writing practice. Writing skills content comprised word choice, grammar, citation, paraphrasing, and referencing concerning plagiarism prevention. This study also found that Rubrics and Turnitin applications were widely used as supporting tools for plagiarism checking and as feedback for the students. Implementing writing instruction coupled with plagiarism education and feedback can change students' plagiarism behaviour and improve their confidence in academic writing.

How academic librarians combat student plagiarism

Plagiarism is one of Academia's most widely discussed topics, as it is considered severe academic misconduct. Academic librarians can become pioneers on the path to academic integrity and play a tremendously important role in combating student plagiarism. Using a quantitative approach, the present study attempts to investigate academic libraries' plagiarism preventive and detection role from the perspective of public university librarians in Greece. For the study, a five-faceted conceptual framework for the role of librarians was developed and evaluated. Results indicate that librarians have actively taken the lead in raising awareness of plagiarism and providing plagiarism education, support, and counselling. Yet, their participation and contribution to developing institutional plagiarism strategies could have been higher than the other roles. Similarly, the results showed low participation of library professionals in plagiarism detection services, underscoring the need for effective collaboration with other academic stakeholders. Analysis of differences based on demographic factors suggests that individuals with higher levels of education are more closely involved in various roles and activities related to plagiarism management. Implications of the findings are discussed.

ОБЩАЯ ХАРАКТЕРИСТИКА ПЛАГИАТА КАК ПРАВОНАРУШЕНИЯ И ЕГО ВИДЫ

This article examines the general characteristics of plagiarism as a type of offense, issues of preventing plagiarism by students during scientific work, emphasizes various types of plagiarism, gives their characteristics, highlights the main forms of incorrect behavior and their various consequences. In order to determine the size of the problem, the results of foreign life studies are presented. In order to study the attention paid to plagiarism and ways of resolving issues related to plagiarism issues, data processing has been implemented on formal websites of educational institutions. The legislation of the Republic of Uzbekistan regarding the Laws of the Republic of Uzbekistan “On Trademarks, Service Marks and Appellations of Origin of Goods” and “On Commercial Secrets” is being discussed. At present, the struggle against plagiarism in education and science is becoming difficult because the extraction is not carried out in order to enrich economically, but often in order to implement the indicators of the released results of scientific activity. It is recommended not to take actions that may contribute to the occurrence of plagiarism. It is emphasized that it is possible to achieve the goal of eliminating erroneous borrowing in a short time by increasing the transparency of educational and educational processes, as well as taking other actions to prevent the occurrence of plagiarism.

EFFECT OF INTERVENTION ON KNOWLEDGE AND ATTITUDE TOWARDS PLAGIARISM AMONG POST- GRADUATE STUDENTS IN BANGLADESH - A PILOT STUDY

An attempt to tackle plagiarism locally, an exercise was developed and evaluated by pre-test and post-test questionnaire on 50 post-Graduate medical students at Department of Public Health & Informatics, Bangabandhu Sheikh Mujib Medical University, Bangladesh in 2017 to understand learner’s understanding regarding plagiarism. The comparative data between pre and post-test have highlighted a general lack of understanding of the basic concept of plagiarism and how to avoid plagiarism which improved after the intervention. For the question how to prevent plagiarism, before intervention, only 36% answered that a paraphrased sentence should be referenced. However, after intervention, responses to the same question significantly increased to 72%. Likewise, pre-intervention for a question of whether an article can be submitted to another journal if the decision is delayed, almost half of the students (48%) were not sure what should to do. But after intervention, all respondents (100%) understood that an article cannot be submitted to another journal if decision delayed. For a question of making two or three articles from same thesis/research with same introduction and method, all most half of the respondent (46%) answered “yes” and approximately half do not know the answer (40%) before intervention. However, after the intervention all respondents (100%) felt they should not make two or three articles with same introduction or methods. Also, after intervention all respondents (100%) felt self-plagiarism is taking paragraph/picture from own article without reference. These results indicate that the intervention of plagiarism education improved the knowledge of this group of post-graduate medical students. Keywords: Copy-cut-paste; Plagiarism; Publication ethics

The academic use of plagiarism software in Physical Therapy educational research: a case study

Abstract Recently, cases of plagiarism in education have been on the rise with the underlying causes of their appearance being numerous. Due to the large extent of this phenomenon, specialised software has been developed and is available for users to check the presence or absence of plagiarism. The purpose of this paper is to study cases of plagiarism in education, as well as the available plagiarism software. Also, this case study presents a practical example of the implementation of the control process using plagiarism software, as well as its results, in an already published article. This case study points out the importance of performing a further quality control to those parts of the text where a textual coincidence was spotted by the plagiarism detection software.

The case for academic plagiarism education: A PESA Executive collective writing project

Michael A. PetersBeijing Normal University, PR ChinaImmature poets imitate; mature poets steal; bad poets deface what they take, and good poets make it into something better, or at least something ...

Plagiarism Education in Science: The Effect of Instruction on Student Attitudes

In scientific publications, plagiarism is an ethical breach that can lead to article retractions and damage the reputations of scientists. In academia, when students begin their scientific careers and are learning the norms of scientific research, teaching the concepts of plagiarism is critical. However, a lack of clarity exists regarding the nuances of plagiarism and how universities should address instances of plagiarism committed by students. This study was conducted at the University of The Bahamas with students of scientific research methods classes to assess the effectiveness of plagiarism instruction on student attitudes. Over five semesters, a total of 110 students attended a lesson on plagiarism and completed at-home assignments to support the information learned in class. Students were provided questionnaires, which were administered before and after the plagiarism class, to assess their understanding, attitudes, and opinions regarding plagiarism at the University. Following the class, students indicated a greater understanding of plagiarism, more agreement with strict punishments for plagiarism, and less agreement on the acceptability of reusing past assignments. Students also reported a lack of clarity of the University policy on plagiarism. These results suggest that the university would benefit from providing additional learning opportunities pertaining to plagiarism, as well as a revision of the plagiarism policy, which could assist students as they embark on their scientific careers.

Addressing student plagiarism from the library learning commons

PurposeThe purpose of this paper is to conceptualize principled plagiarism education in library learning commons.Design/methodology/approachThe synthesis of literature from library and information science, writing studies, and study skills illuminates academic cultures of speech reporting, causes of undergraduate student cheating behaviors and blunders in source use and attribution, and recommended best teaching practices.FindingsLibrary learning commons are particularly well positioned to address student plagiarism as student-centric spaces with the potential to foster prosocial behaviors among students. Learning commons’ partner literatures reveal understandings of academic citation practices as multiple and fluid, tacit, ideological and skillful information literacies. Best practices for plagiarism education are developmental approaches aimed at socializing students into academic cultures of knowledge construction. These approaches to plagiarism education may preclude teaching academic integrity policy or participating in the enforcement of those codes of conduct.Research limitations/implicationsNo survey of programs or their effectiveness was done for this paper. The effectiveness of the approach conceptualized here merits further study.Originality/valueContributions to fostering academic integrity support student success and the integrity of degrees and institutional reputation more broadly. This paper provides a model for interdisciplinary learning commons’ research.

Student Perceptions of Plagiarism Avoidance Competencies: An Action Research Case Study

Abstract: Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.

Plagiarism Reducing Aspects in Computer Supported Collaborative Learning Model

Computer supported collaborative learning (CSCL) is a practical answer to futuristic e-Europe educational vision. Unsuccessfully organized collaborative work within teams of students, which ignores individual achievement and individual/ group responsibility balance, can lead to lack of motivation for personal involvement and promote plagiarism. The aim of this research is to theoretically analyze the plagiarism reducing aspects with computer supported collaborative learning.Applied study method - analyses of scientific sources. The main results are connected with the research of possibilities to solve the problem of plagiarism in education with modern cooperation methods.

Plagiarism Curricula May Reduce Need for Punitive Plagiarism Education

Objective – To describe the development and implementation of two courses designed to help university students avoid plagiarism. 
 
 Design – Quantitative and qualitative analysis.
 
 Setting – A university in the United Kingdom.
 
 Subjects – An unknown number of university students who took a Plagiarism Awareness Program (PAP) course between 2008 and 2011, and approximately 3,000 university students enrolled in a Plagiarism Avoidance for New Students (PANS) course delivered via a virtual learning environment (VLE) between October and December 2012. The authors attempted to collect rates of continued plagiarism among students who had taken plagiarism education courses. The authors also surveyed 702 university students about plagiarism in 2011.
 
 Methods – Data collected from PAP participants informed revision of the authors’ approach to plagiarism education and led to development of the second course, PANS. At the end of the course, students completed a test of their knowledge about plagiarism. Authors compared scores from students who took a course supervised by a librarian to the scores from students who took the course independently.
 
 Main Results – Students reported that many aspects of citation and attribution are challenging (p. 149). The authors discovered that 93% of students who completed the PANS course facilitated by a librarian in-person passed the final exam with a grade of 70% or higher, while 85% of students who took the same course independently, without a librarian instructor, in an online VLE scored 70% or higher (p. 155). The authors report that referrals of students who plagiarized declined significantly (p-value < 0.001) since the implementation of a plagiarism avoidance curriculum.
 
 Conclusion – As reported by the authors, first-year university students require more extensive education about plagiarism avoidance. A university plagiarism avoidance program instructed by librarians reduces the total number of students caught plagiarizing and mitigates the need for punitive plagiarism education programs. In discussing the challenges and implementation of plagiarism awareness curricula, the authors contribute to the dialogue about effective approaches to addressing this critical issue in higher education.

Challenges in Addressing Plagiarism in Education

In a new Essay as part of the Research Integrity Series, Tracey Bretag discusses the complex problem of plagiarism within the education system. Please see later in the article for the Editors' Summary

International postgraduate students' experiences of plagiarism education in the UK: Student, tutor and expert perspectives

The role of plagiarism education is being increasingly highlighted as a key area of learning good academic practice, but to date, few case studies have focused on international1 postgraduate students' experiences of plagiarism education. Therefore, this study examines the experiences of eight Asian and North African international students at the end of Master's degrees at a UK university. In addition, interviews with their postgraduate tutors were made in order to gather further insights. The students and tutors reported different understandings of the university's plagiarism definition and problems with the availability of plagiarism education. Students reported that support was limited and they had many concerns about plagiarism; tutors reported that they lacked time or thought instruction should be provided elsewhere. At the same time, the tutors recognised that they required students to use sources at a high level. Interviews were also made with a number of global plagiarism education experts, who called for a greater focus on learning rather than just following regulations, less outsourcing of the problem, and more awareness about the tendency to connect international students with plagiarism. The study emphasises the need for more attention to plagiarism definitions and to international students' experiences of plagiarism education through continuous pedagogical support during their study.

Sources: Plagiarism Education and Prevention: A Subject-Driven Case-Based Approach

Sources: Plagiarism Education and Prevention: A Subject-Driven Case-Based Approach

Technology enhanced learning and plagiarism in entrepreneurship education

PurposeThis paper seeks to explore the relationship between entrepreneurship students' ethical views on plagiarism, their self reported engagement in plagiarism and their participation in an online plagiarism prevention tutorial.Design/methodology/approachThe study is based on a questionnaire administered to 434 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.FindingsThe results illustrate that more than one online plagiarism prevention tutorial is required to change self‐reported views relating to engagement in plagiarism, perception of peer participation in plagiarism and students' ethical views. However, it should be noted that even such a small intervention demonstrates an observable difference in students' capacity to recognise a case of verbatim plagiarism as an academic breach in practice.Research limitations/implicationsThe research demonstrates that educators should focus on good educational design, educating students regarding plagiarism prevention while making use of technology enhanced learning, instead of considering e‐learning choices as a quick solution to plagiarism.Originality/valueThe paper focuses on an emerging aspect of plagiarism education, that is, the use of technology enhanced learning. While acknowledging the potential of technology enhanced learning in plagiarism prevention the paper notes that plagiarism prevention should be embedded in the curriculum rather than addressed in an ad‐hoc manner.

Let Them Plagiarise: Developing Academic Writing in a Safe Environment

This paper considers a focus on plagiarism built into the first month of a core, year one accountancy module at the University of Huddersfield in England. In designing the approach to plagiarism education a consideration of learning theories, particularly learning styles and social constructivism, helped in reaching the conclusion that some students may need to experience plagiarism in order to appreciate what it constitutes. As a result, students write an early formative essay on which they receive feedback, mainly but not exclusively, on referencing and plagiarism. As part of this process students learn about why we should not plagiarise and are encouraged to explain their own understanding of plagiarism. A survey completed by the students following the first month of study indicates that many did not share the institution’s understanding of plagiarism prior to entering university and that many had subsequently changed their understanding.

Source Code Plagiarism—A Student Perspective

This paper considers the problem of source code plagiarism by students within the computing disciplines and reports the results of a survey of students in Computing departments in 18 institutions in the U.K. This survey was designed to investigate how well students understand the concept of source code plagiarism and to discover what, if any, specific aspects might cause particular confusion. An analysis of the results was carried out to assess understanding by topic and to discover whether various demographic factors may have an influence on that understanding. Within the survey sample, it appeared that the demographic factors tested did not generally affect students' understanding of source code plagiarism. However, analysis of the data for specific topics revealed that there are several areas of activity where the boundary between acceptable and unacceptable behavior is not clearly understood. These findings have implications for plagiarism education programs.

Formative feedback within plagiarism education: Is there a role for text-matching software?

The need for effective education to enhance students' understanding and development of academic integrity has been well established, particularly for international students new to tertiary study in English-speaking countries. Most research recommends the use of methods such as instruction and warnings, as part of a plagiarism education programme. Few studies have looked at the role of formative feedback through tutorial intervention in the process of academic writing, in which use of the text-matching tool Turnitin is made in ways which support learning, rather than guide assessment. This study addresses that gap using data gathered over three years from cohorts of international students in the United Kingdom (UK) with regard to four identified areas of development: avoidance of plagiarism, decrease in over-reliance on some sources, correct use of citation and appropriate paraphrasing. Individual tutorials were held to give formative feedback on students' own writing, with particular regard to their use of sources. A supportive environment was created in which questions about references could be discussed, by using the Turnitin originality reports directly. The tutorial feedback appeared to have a positive effect on students' understanding of academic integrity reflected in improved drafts. This implies that tutorial feedback using Turnitin could be a key factor in plagiarism education. Recommendations for future use are given at the end of the study.

Editorial, Volume 5(2)

Editorial, Volume 5(2)

The Plagiarism Advisory Service

The issue of plagiarism in education has existed for many years, however, advances in technology resulting in easy access to a multitude of information sources has reduced the effort required to incorporate the work of others into an essay or report. A Plagiarism Advisory Service has been established to provide advice and guidance on all aspects of plagiarism prevention and detection. This article presents the background to the Advisory Service and the associated electronic Plagiarism Detection Service. The nature and operation of the detection software is such that it should always be viewed as an additional element of any plagiarism prevention strategy. Future plans for the Advisory Service include the development of tools aimed at improving students referencing and citation practice and encouraging academics to audit their own assessment practice.