1020QBT Final Exam Part C -Essay (25%)
Topic:
The academic misconduct issue of Plagiarism is viewed by many academics as a global epidemic at university today.
Evaluate what role, if any, the internet has played in increasing and/ordecreasing this alarming rise in education.
Discuss why students commit plagiarism and whether it is always anintentional or unintentional motivation.
Your essay should state your overall position on the statement (ie: argument).
Sources: Five Sources
One (1) Compulsory Source will be supplied.
Four (4)academically reliable sources are to be found from your own research.
Length: 600-800 words.
Rules for the Exam:
- You are allowed to bring FIVE (5) paper version sources (one being the compulsory article) into the exam.
- Library Books are included as paper sources.
- No hand-written ‘word’ notes are allowed to be on the paper sources.
- You are allowed to bring ‘highlighted’ source documents into the exam room.
- Paper dictionaries are encouraged.
- No Reference List will be required.
‘Suggested’ Plan of Attack:
You should begin research in the coming weeks on the essay topic. It is advisable to get
thefour additional sources checked with your tutor.
Furthermore, you could write an essay plan and draft and make a consultation with your
tutor for further advice.
SOLUTION
The academic, misconduct issue of Plagiarism is viewed by many academics as a global epidemic at university today.
The presentation of the work done by someone else or other persons in a manner as if it is their own, done intentionally or not is called Plagiarism (Dealing with Student Plagiarism and Related Academic Misconduct Procedure: Academic Policy, 2011). It covers all the published or unpublished work, work of other staff or students, and material on internet. Academic Integrity being an integral part of academic life for the students studying in university, plagiarism creates a complex and major issue in academic integrity (James, McInnis, & Devlin, 2002).
In higher education much significant and huge amount of literature is available, where the methodology of the recent studies relies on the participants answer to the standard questionnaire in order to find the cause of plagiarism amongst university students (Brimble & Stevenson-Clarke, 2005). A literature review on plagiarism which is mainly based on the North American experience, in order to find lessons for the higher education institutes in the U.K., found nine reasons why the university students plagiarise and the reasons cited were: genuine shortage of knowledge of scholarship as well as the needs of referencing which causes unintentional plagiarism, issues related to time management, an intentional sign of rebel that is an act of rebel, as a related behaviour to denial or neutralisation of the issue of plagiarism, low chances of getting caught, getting better grades in least amount of time, social pressure causing influence on the personal values of the student, negative attitude of the students towards the assignment tasks and finally an opportunity student gets due to digitisation of information (Park, 2003). This review done by Park is mainly focussed on plagiarism and does not cover the much broader aspect of cheating and is mainly the conclusions are derivatives of U.S. studies, so the results cannot be generalised for the Australian students (Devlin & Gray, 2007).
There is one study which has studied plagiarism in the Australian context and that is Australian Department of Education, Science and Training (DEST), national project conducted in 2001-2002, where the researchers gave their opinion about plagiarism as an inadvertent incidence which is being influenced by common factors. The common factors include the understanding of the student regarding the concept of plagiarism and its meaning in practice or the limited skill base of the student in academic skills or student’s knowledge regarding citation and referencing (Devlin & Gray, 2007).
A study found many reasons for students plagiarising through a research conducted at Australian university and the reasons found account for both deliberate as well as inadvertent plagiarism. The nine reasons which have been found are: improper criteria for admission, poor academic skills, convenience / laziness, Pressures, meagre understanding regarding plagiarism, learning or teaching issues, pleasure of plagiarising, and education costs (Devlin & Gray, 2007).
An article in Chronicle of Higher Education reported that there are many indicators which indicate the widespread of plagiarism in the university campus and the officials have seen severe rise in cutting and pasting of educational material directly from Internet without purchasing terms or attributions (Young, 2001). It has been found that internet might be intensifying or rather making the long lasting problem of plagiarism worst in the college campuses (Scanlon & Neumann, 2002). The issue of Internet plagiarism helps in raising important questions regarding the academic integrity not just as student but also as faculty. Being inclined to accessing online resources very frequently and it simply centralises all the issues which are concerned with citation of online resources and right way of handling internet information (Scanlon & Neumann, 2002).
Thus it has become a matter of concern for faculty, staff and university administrators because Internet is causing deep impact on the students in shaping a completely new generation of students. There has been a strong relationship between student cheating and various contextual variables (Bowers, 1964).The self-reports on online plagiarism do not point towards online epidemic related to cheating, but they do indicate that many students cut and paste text which they use for completing their assignments. The number of students patronising the term paper mills is relatively smaller as compared to the ones doping cut and paste from internet (Scanlon & Neumann, 2002).
A study done to differentiate between intentional and unintentional plagiarism indicate that 18 out of 35 respondents admitted that they did plagiarise intentionally, whereas the majority of the respondents seemed to understand the academic implication and moral of plagiarism. That is why the confusion between paraphrasing and plagiarism will always be there (Perry, 2001). The final results of this study suggested that plagiarism is much prevalent amongst eth international students. The student’s response to the questionnaire suggested that the main reason for plagiarism was either due to external pressure to succeed or pressure of time (Bamford & Sergiou, 2005).
Source 1: Highlighted green
Source 2: Highlighted yellow
Source 3: Highlighted pink
Bibliography
Bamford, J., & Sergiou, K. (2005). International STudents and Plagiarism: an analysis of the reasons for plagiarism amongst international foundation students. Investigations in university teachings and learnings , 17-22.
Bowers, W. (1964). Stduent dishonesty and its control oin college. New York: Bureau of Applied Social Research, Columbia University.
Brimble, M., & Stevenson-Clarke, P. (2005). Perceptions of the prevelance and seriousness of acedemic dishonesty in Australian Universities. Australain Educational Researcher , 19-44.
Dealing with Student Plagiarism and Related Academic Misconduct Procedure: Academic Policy. (2011, December 1). Retrieved May 30, 2012, from Victoria University of Wellington: http://www.victoria.ac.nz/documents/policy/academic/dealing-with-student-plagiarism-and-related-academic-misconduct-procedure.pdf
Devlin, M., & Gray, K. (2007). In thier own words: A qualitative study of teh reasons Australian university student plagiarise. Higher Education REsaerch and Development , 26 (2), 181-198.
James, R., McInnis, C., & Devlin, M. (2002). Minimising Plagiarism. Assessing Learning in Australian Universities.Australia: Centre for the Study of Higher Education .
Park, C. (2003). In other (people’s) words: plagiarism by university students- literature and lessons. Assessment & evaluation in Higher Education , 471-488.
Perry, L. (2001). Why do students plagiarise? Norfolk, Virginia: Dominion Universityu factory Workshop.
Scanlon, P. M., & Neumann, D. R. (2002). Internet Plagiarism amongst college students. Journal of College STudent Development , 374-380.
Young, J. (2001). The Cat-and-mouse game of plagiarism detection. Chronicle of higher Education. , A26-A27.
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