2024-03-29T13:35:28Z
http://ro.uow.edu.au/do/oai/
oai:ro.uow.edu.au:apcei-1000
2010-02-23T04:26:09Z
publication:assh
publication:apcei
Conference Program and Abstracts
Martin, Brian
Percy, Alisa
This conference program was originally issued as Martin, B (editor) and Percy, A (compositor), Educational Integrity: Creating an Inclusive Approach. Proceedings of the 4th Asia Pacific Conference on Educational Integrity (4APCEI), 28-30 September 2009, University of Wollongong.
Series: Asia-Pacific Conference on Educational Integrity, University of Wollongong, 2009. ISBN: 978-1-74128-180-4 (online)
https://ro.uow.edu.au/apcei/09/program/1
oai:ro.uow.edu.au:apcei-1001
2010-02-24T22:46:26Z
publication:assh
publication:apcei
The customer isn’t always right: Limitations of “Customer Service” Approaches to Education Or Why Higher Ed is Not Burger King
Wueste, Daniel E.
Fishman, Teddi
The increasingly popular trend of conceptualizing education in terms of
“customer service” is, in some ways, attractive. It encourages educators to think
in terms of meeting students’ needs and to develop innovative ways to deliver
their “product.” In other ways, however, it fails to convey the essential
collaborative, participatory, reciprocal relationship that is central to effective
teaching and learning. With respect to academic integrity, the customer service
model also obscures students’ roles and responsibilities. In this paper, we will
identify some of the ways this model—in which the customer expresses a need
and the vendor meets that need in exchange for payment—provides an
inappropriate metaphor for understanding the project of teaching and learning
(i.e., education). When embraced uncritically, the model has the potential both to
undermine education and at the same time derail efforts to develop and sustain a
culture of integrity. After identifying this model’s shortcomings, we will suggest
ways to develop and promote a more robust model in which faculty and students
work together toward a shared purpose while recognizing and embracing their
interlocking responsibilities.
https://ro.uow.edu.au/apcei/09/papers/1
oai:ro.uow.edu.au:apcei-1003
2010-02-21T22:30:43Z
publication:assh
publication:apcei
Whistleblowing experiences: can we really do anything?
Horn, Michelle
Academic institutions, corporations and government departments in the west commonly espouse guidelines for practising ethical behaviour for the benefit of students, clients and citizens. However, individuals who report on wrongdoing often suffer damaging reprisals, thereby thwarting the ostensible goal of lofty guidelines.
https://ro.uow.edu.au/apcei/09/papers/3
oai:ro.uow.edu.au:apcei-1002
2010-02-21T22:27:39Z
publication:assh
publication:apcei
Judgments about plagiarism and plagiarising students in institutional definitions
Grigg, Gabrielle
Plagiarism is perceived as a serious problem for the higher education sector, indicated by the fact that all 39 Australian universities have a policy on plagiarism. It is therefore timely to ask: What are the characteristics of these policies? As an example of policy characteristics, this presentation discusses the types of attitudes inherent in the language of policy in the institutional definitions of Australian universities. It is argued that policies are not neutral, but rather contain judgments that show underlying attitudes, a situation neither surprising nor necessarily undesirable for plagiarism. These judgments contribute towards creating the university stance on important topics such as plagiarism and may clarify this stance for those new to the institution. University definitions of plagiarism have been analysed via Appraisal (Martin and White, 2005). The results indicate that the definitions contain a significant amount of judgment appraising plagiarism and plagiarising students negatively in terms of truthfulness and ethics. Students are predominantly appraised negatively in terms of their diligence, capability or adherence to accepted norms. Variation in the mix and emphasis of judgements in institutional definitions was found across the university sector.
https://ro.uow.edu.au/apcei/09/papers/4
oai:ro.uow.edu.au:apcei-1004
2010-03-01T21:58:04Z
publication:assh
publication:apcei
Determining outcomes for academic misconduct: is it more important to be consistent or fair?
Bretag, Tracey
Green, Margaret
This paper analyses data from a Health Sciences faculty at an
Australian university to determine if outcomes for breaches of academic integrity
were applied consistently and/or fairly. The analysis concludes that it is
appropriate at times for there to be a difference between the identified severity
of an academic misconduct incident and the final outcome imposed. The paper
argues that while it is important for universities to have clear policy on this issue,
it is just as important for those in charge of applying that policy to be adequately
trained and deeply committed to both the academic integrity process and to the
complex needs of students. We conclude by stressing that a rigid adherence to a
rules-based approach in dealing with breaches of academic integrity will not
necessarily ensure fairness.
https://ro.uow.edu.au/apcei/09/papers/2
oai:ro.uow.edu.au:apcei-1010
2010-02-22T02:29:32Z
publication:assh
publication:apcei
Ethical tensions in a disability label?
Seymour, Sandra
This paper explores the ethical tensions that happen in community education when we name and label people. The Victims of Crime Disability Training Program is a small state wide non government agency funded by the Department of Communities in Brisbane. Our role is to provide community education on the issues that make people with intellectual disability vulnerable to crime and ways to work with them in the criminal justice system. In our practice we know that there is no homogeneous grouping of “intellectually disabled” yet we are constantly imposing a homogeneous identity when we talk about “them” in training. This paper draws on the work of Judith Butler and Stuart Hall to examine how language brings people into being in ways that they may not recognise themselves. Here we are exploring the constant tension this creates in the work of an organisation that strives to work alongside people and rejects notions of ablism.
https://ro.uow.edu.au/apcei/09/papers/10
oai:ro.uow.edu.au:apcei-1011
2010-02-22T02:31:36Z
publication:assh
publication:apcei
The perception of referencing and plagiarism amongst students coming from Confucian heritage cultures
Yang, Molly
Lin, Stephen
This paper attempts to explore the perception of referencing and plagiarism amongst students coming from Confucian cultural heritage. The focus of this paper concentrates on these students' learning approaches and styles and associated problems. This paper evaluates research conducted among all such students who are studying in Australia. The paper identifies both positive and negative perceptions and highlights several misperceptions on students from Confucian cultural heritage that are commonly held by Western academics. Finally, the paper presents an overview of strategies that might be adopted by Western academics in order to make these students' experiences in Australian universities more enjoyable and successful.
https://ro.uow.edu.au/apcei/09/papers/11
oai:ro.uow.edu.au:apcei-1008
2010-02-22T02:16:52Z
publication:assh
publication:apcei
Can we reliably determine intent in cases of plagiarism?
Yorke, Jon
Lawson, Kathryn
McMahon, Graham
A review of the literature relating to plagiarism suggests that there is substantial variability in approach between institutions. Some institutions tend to view all occurrences of plagiarism as academic misconduct, whilst others take a more graded view - articulated through policy and procedures that aim to quantify ‘levels’ of severity. Measured approaches such as these tend to rely on guides to help assess the level of severity, typically encompassing the experience of the student, the amount of material plagiarised, and the likelihood of an intention to deceive. Such judgements lead to a graded response to the student which can result in a wide range of outcomes, from educational guidance and support to expulsion from the institution. However, the intent to deceive can be extremely difficult to establish. This paper will draw on a desktop study of institutional policies and procedures in Australia and other countries to sample and summarise the myriad approaches to the definition and determination of (specifically) intent in plagiarism. Based on the findings of this review, we suggest that the treatment of intent is, at best, rather inconsistent. A series of ‘probability factors’ are proposed to guide further research in this area.
https://ro.uow.edu.au/apcei/09/papers/8
oai:ro.uow.edu.au:apcei-1012
2010-02-22T02:48:20Z
publication:assh
publication:apcei
Scholarly practice the Australian way: an academic skills course for postgraduate students
Wahlstrom, Kirsten
Johnston, Helen
Steketee, Chris
International students in postgraduate coursework degrees experience many challenges in adapting to Australian writing conventions. Too often comprehending and meeting referencing requirements for assignments has proved challenging, and has cost students dearly in terms of academic success and lost face. A new pedagogical approach is needed. In this paper we describe a course which fosters inclusivity and communication. The course focuses on academic, professional and information literacies, and its design acknowledges that Australian scholarly practice is unfamiliar to many students. Our pedagogical approach is dialogic, involving students in many and various learning activities. Acknowledgement of students’ prior experience, cultural difference and transitional needs is integral to classroom discussion. We present evidence of the course’s success in meeting its goals including the adoption of Western academic conventions, and of high student satisfaction. The course is being adapted to other disciplines.
https://ro.uow.edu.au/apcei/09/papers/12
oai:ro.uow.edu.au:apcei-1009
2010-02-22T02:19:01Z
publication:assh
publication:apcei
Priorities in teaching ethics
Bowden, Peter
Departments and faculties across a university are increasingly offering courses in
ethics for the disciplines that they are teaching. Such courses provide considerable career
benefit to the students taking them, as well as to the profession or discipline in which the
student will graduate. The paper sets out the research and the arguments that outline the
benefits of presenting the courses. To put on the courses however, departments are faced
with a number of issues, one of which is coming to grips with a pedagogy that is outside their
range of current skills. This paper sets out the priority issues that they face, some suggested
responses, and the research that underpins both the issues and several of the responses.
https://ro.uow.edu.au/apcei/09/papers/9
oai:ro.uow.edu.au:apcei-1005
2010-02-25T22:35:53Z
publication:assh
publication:apcei
Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?
Hartle, R. Todd
Kimmins, Lindy
Huijser, Henk
The discourse of plagiarism is speckled with punitive terms not out of place in a police officer’s notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point.
https://ro.uow.edu.au/apcei/09/papers/5
oai:ro.uow.edu.au:apcei-1006
2010-02-22T02:14:23Z
publication:assh
publication:apcei
The integrity of integration: the ethics of exchange student welfare in undergraduate programmes at a French higher education institution
Amis, Paul
Experiences of an Australian exchange student at Sciences Po, a French elite educational institution, are used to illustrate some of the problems that can arise when features of the local institutional culture are not effectively communicated to visiting students.
https://ro.uow.edu.au/apcei/09/papers/6
oai:ro.uow.edu.au:apcei-1007
2010-02-22T02:13:03Z
publication:assh
publication:apcei
Faculty ethics unveiled: scholarship—et tu, brute?
Madsen, Susan R.
Davis, James H.
Little actual research has been conducted to explore the ethics of the
faculty of higher education. A review of the literature has discovered four primary
categories of faculty ethics, which include scholarship, teaching, service, and
professional (e.g. consulting, treatment of colleagues and peers). This paper will
focus on the scholarship category and includes research (e.g. authorship, conflicts of
interest, plagiarism/citing-including self-plagiarism, ethical approval, research
design, redundant publications, misconduct, accuracy, personal criticism of others)
and review of other's work as a reviewer or editor (e.g. unbiased, speed/timeliness,
accuracy, responsibility, objectivity, confidentiality, conflicts of interest). The
purpose of this paper is to survey and classify key ideas in the literature, present
research propositions, and outline ideas for future research in this area.
https://ro.uow.edu.au/apcei/09/papers/7
oai:ro.uow.edu.au:apcei-1013
2010-02-22T22:26:34Z
publication:assh
publication:apcei
Partnering with the academy to enhance educational integrity: lessons learnt at the coalface
Wingrove, Dallas
Budge, Kylie
Educational integrity lies at the heart of a university’s capacity to contribute to the wider social context through learning, teaching, research and scholarship. As our institution and the sector identifies, the capacity of the university to contribute to a functional and meaningful society is predicated upon this core value. This paper seeks to build knowledge of how academic developers, through partnership with diverse academic communities, can actively foster a capacious and collective ownership of, and responsibility for, educational integrity in higher education. The authors who are both academic developers present two case studies where the imperative for change was to support and enhance the educational integrity of learning and teaching programs within the disciplines of Engineering and the Built Environment in our university. In doing so, we critically reflect on our experience of partnering with academics outside our discipline of academic development and explore the questions: What different conceptions of educational integrity can emerge when different disciplinary tribes are compelled to partner? How do academic developers negotiate change in light of these different conceptions, and ensure that the core principles of honesty, trust and respect are played out on the ground? We argue that fostering a discourse of integrity that transcends the discipline boundaries is fundamental to truly embedding principles of academic integrity in the university culture. This in turn significantly challenges the institution to implement resourced and strategic policy and practices in support of lasting, positive change.
https://ro.uow.edu.au/apcei/09/papers/13
oai:ro.uow.edu.au:apcei-1014
2010-02-22T22:41:53Z
publication:assh
publication:apcei
Back-translation: the latest form of plagiarism
Jones, Michael
This paper addresses the continuing problem of plagiarism which, as a form of academic misconduct, has plagued pedagogy for generations. Little has changed in the way students employ the various methods of plagiarism, until now. Traditionally detection technologies have kept pace with the technologies students use to cheat. However, the technologies students can harness to assist them in plagiarising have now leapt forward another generation, making the detection of plagiarism very difficult to detect. Further, it seems unlikely that technology can advance to a state sufficient to bridge the gap.
This new method of plagiarism utilises the intercultural technique of back-translation. This is where a passage of text is taken, verbatim, and translated to a foreign language, French for instance. It is then re-translated back into English using the same technique.
Through a discussion of how students use translation technologies to change and conceal their copied text, the paper exposes back-translation as a method of plagiarising and concealing it. The paper concludes with a discussion on methods that teachers could adopt for reducing the potential of back-translation misuse. These methods include: use of current materials, writing up in class, and tighter control over resources.
https://ro.uow.edu.au/apcei/09/papers/14
oai:ro.uow.edu.au:apcei-1015
2010-02-22T22:44:32Z
publication:assh
publication:apcei
Decline in academe
Sawyer, Kim R.
Johnson, Jackie
Holub, Mark
When universities became corporate universities, the constraints that defined universities changed. The values of the old university, of scholarship, truth and freedom, were replaced by the values of the market. Education became a product, the university a firm, and the university system an industry. This paper considers the decline in academe as universities converge towards for-profit corporate universities. The paper explores why universities have become corporations, how they have become corporations, and how academics survive within those corporations. In the corporate university, the academic becomes accountable to management and to students. Collegiality is sacrificed for managerialism, and freedom for accountability. The academic role is inverted. The academic becomes the academic of the production line, producing standardised teaching and research. The paper suggests that the corporate university risks sacrificing too much scholarship and too much freedom for the principles of the market, thereby diluting the integrity of the university.
https://ro.uow.edu.au/apcei/09/papers/15
oai:ro.uow.edu.au:apcei-1017
2010-02-22T23:15:54Z
publication:assh
publication:apcei
Creating confidence: developing academic skills and information literacy behaviours to support the precepts of tertiary academic performance
Kimmins, Lindy
Stagg, Adrian
Fostering the skills required for students to access and utilise information in a manner consistent with the expectations of tertiary assessment has been the drive for collaboration between the Faculty Librarian and the Academic Learning Skills Lecturer at the University of Southern Queensland. Mapping key areas of convergence in information literacy and academic skills has led to a model of integrated instruction and academic support based on the belief that creating a foundation of skills in these areas leads to a commensurate level of self-efficacy. By building skill and confidence levels, especially in students making a transition to university in their first year, staff can influence learning behaviours including those which may to lead to breaches of academic integrity. This model can be accessed by all students which is especially important to ensure parity of program experience for off-campus cohorts who are often expected to undertake study with a greater degree of autonomy than their on-campus peers, yet who, just like their on-campus peers, often need an opportunity to develop their academic skill base.
https://ro.uow.edu.au/apcei/09/papers/17
oai:ro.uow.edu.au:apcei-1019
2010-02-22T23:27:18Z
publication:assh
publication:apcei
The assessment of ethics
Hughes, Clair
That Australian universities value the development of qualities broadly
related to ethics is evidenced through their inclusion in institutional statements of
graduate attributes (GA). Early GA implementation strategies largely emphasised
the mapping of specific attributes against existing programs or courses. There is
now a growing acknowledgement that authentic implementation does not occur
unless GAs are embedded in assessment. The assessment of graduate attributes is
a problematic and challenging task, a situation attributed partly to difficulties in
conceptualising GAs in ways that facilitate their operationalisation in teaching and
assessment and partly to inadequacies in the development of assessment strategies
and instruments. For many academics, the moral dimension of ethics so intensifies
the assessment challenge that they are often not assessed at all. While these
difficulties are acknowledged, this paper argues the case for the explicit inclusion of
ethics in course teaching and assessment plans and illustrates some of the contexts,
including the student university learning experience, in which the development and
assessment of ethics can be undertaken.
https://ro.uow.edu.au/apcei/09/papers/19
oai:ro.uow.edu.au:apcei-1018
2010-03-02T04:22:25Z
publication:assh
publication:apcei
Pathways into bullying
Osborne, Deborah
This paper contributes to the topic of educational integrity by presenting an
empirical contribution that develops grounded substantive theory in the field of workplace
bullying. Intrinsically there is a strong link between educational integrity and bullying
because bullying is a violation of integrity. Educational integrity is underpinned by broad
principles of honesty trust, equity, respect, responsibility and inclusion.
The study investigated the process of becoming bullied, being bullied and the
consequences for individuals and organisational cultures. Grounded theory (GT) analysis of
informants’ constructions was based on action. Pathways of dissent and difference
characterised by ‘standing up’ or ‘standing out’ emerged as reasons for becoming and
being bullied. Holding different values and being different from the cultural norms
underpinned pathways. Unlike causes, pathways continued and strengthened throughout
the bullying or mobbing process.
A concept I have called sham dealing emerged empirically from the GT analyses as a core
type of bullying encounter. Instead of fair dealing, sham dealing was experienced. Sham
dealing types of managerial actions have the appearance of genuine dealing but are
characterised by a deceptive misuse of legitimate process. Sham dealing occurred in
workplaces and also within the arena of the formal claims process. Sham dealing is
experienced as an additional form of bullying. Empirical evidence of sham dealing explicitly
contradicts any premise that managers or leadership within organisations are acting with
integrity in dealing with bullying. Targets need to be warned to expect an escalation of
bullying, in the form of sham dealing, if they make a complaint about bullying. Currently
work-related stress due to bullying is increasing but not being counted. The bullies and
their allies are being rewarded. The study findings indicate recognising more bullying
claims and reducing the adversarial nature of the formal claims process is the way
forward. These are findings from this sample. They may be transferable concepts.
https://ro.uow.edu.au/apcei/09/papers/18
oai:ro.uow.edu.au:apcei-1020
2013-12-05T03:51:55Z
publication:assh
publication:apcei
The various incarnations of an online academic integrity module, or whose responsibility is it anyway?
Percy, Alisa
Yanamandram, Venkat
Humphrey, Sandra
<p>In the development and delivery of a faculty-based online academic integrity module designed to orient a diverse student cohort to the Faculty’s expectations regarding the use of evidence and referencing convention, a number of questions began to emerge out of the continual problematics surrounding its implementation. This paper will provide an overview of the changing design and location of the module since its inception in 2007. The authors reflect on the four incarnations of the module: (i) the compulsory embedded module; (ii) the compulsory disembedded module; (iii) the voluntary disembedded module; and (iv) the voluntary embedded module. In unpacking each of these incarnations, the discussion will address the specific sets of problems that the faculty faced in developing a solution to the ‘problem of student plagiarism’ in the faculty, and reflect on these problems in relation to the question of whose responsibility it is anyway.</p>
https://ro.uow.edu.au/apcei/09/papers/20
oai:ro.uow.edu.au:apcei-1016
2010-02-22T23:11:28Z
publication:assh
publication:apcei
Issues of inclusivity for online distance learners: an academic learning support perspective
Chatterjee, Meeta
Moore, Paul
Inclusivity is one form of educational integrity that is enshrined as an
abiding principle in higher education irrespective of mode of delivery or
educational program. In course provision, it might take the form of providing
equal access to diverse groups of learners. In on-campus contexts, systems are
in place to ensure (not unproblematically) that inclusivity is practised. Distance
learners, because of their various commitments and the diverse competence and
skills they bring to their studies, are a highly heterogeneous group. ‘Inclusivity’
in this context could have different meanings. In the present paper, we interpret
the term ‘inclusivity’ to mean greater access and support to students, regardless
of their learning contexts. In order to explore ways of enabling access to
academic learning support we have explored the ODL literature to uncover how
academic support services are envisioned in the literature (if at all), and to
imagine how an academic learning support initiative within a program/subject
might be conceived to contribute to better outcomes for online distance students.
https://ro.uow.edu.au/apcei/09/papers/16
oai:ro.uow.edu.au:apcei-1022
2010-02-23T00:21:09Z
publication:assh
publication:apcei
Dialogue and Disputation: Towards an Ethics of Academic Discourse
Robinson, Susan
This paper considers how to harmonize the demands of good scholarship with professional and ethical courtesy towards our colleagues in written and unwritten academic work. In the nineteenth century, W.K.Clifford and William James introduced the notion of an ethics of belief: a set of quasi-moral rules governing the formation of opinions. Using the Clifford/James debate plus J.S.Mill’s discussion of freedom of speech as points of departure, this paper takes some first steps towards formulating an ethics of argumentation: a set of principles governing the ways scholars critically dialogue with the views of others. Candidates for such principles in the philosopher’s or logician’s repertoire include the principle of charity, playing author’s or devil’s advocate, and injunctions against attacking ‘straw man’ arguments. The paper considers how to reconcile our duties towards certain intellectual positions with our duties to those persons proposing these positions.
https://ro.uow.edu.au/apcei/09/papers/22
oai:ro.uow.edu.au:apcei-1021
2010-02-22T23:32:50Z
publication:assh
publication:apcei
The role of the university Academic Integrity Advisor
Lee, James
Sumbler, Charles
Queen’s University is a comprehensive, research-intensive, but highly
decentralized institution located in Kingston, Ontario, Canada. As part of a new
institutional paradigm embracing the broader, proactive principles of academic
integrity, a new university role was created, known as the Academic Integrity
(AI) Advisor to the Vice-Principal (Academic). Focusing on three key areas –
awareness, education, and policy and procedures – the Advisor has broad
responsibility for AI policy development, information gathering and sharing, and
for promotion of the values of academic integrity. Free from the challenges of
handling specific cases, the AI Advisor can focus on establishing best-practices in
the three key areas, by drawing on the research, experiences, and analysis of
other institutional practices from the Canadian and international environments.
Numerous university-wide initiatives targeted at students, instructors and faculty
members, and administrators, have brought together a variety of institutional
partners to raise the profile of AI across the university. By building on a principle
of broad institutional inclusion, this position thus provides a dynamic lens
through which a variety of academic-integrity issues faced within and by
universities, both centralized and decentralized, can be discussed and effectively
addressed.
https://ro.uow.edu.au/apcei/09/papers/21
oai:ro.uow.edu.au:apcei-1027
2010-02-23T00:49:34Z
publication:assh
publication:apcei
Pursuing mediocrity: academics should be ashamed
Kalman, C. Nick
Compared to students, the big cheats are academics. They show gross prejudice in hiring decisions, and anything else relevant to advancement. Second-raters need not fear for their future: they just need to polish their bootlicking. Don’t complain unless you want to be a loser in this competition.
https://ro.uow.edu.au/apcei/09/papers/27
oai:ro.uow.edu.au:apcei-1026
2010-02-23T00:47:10Z
publication:assh
publication:apcei
Embedding Copy Detection Within an Automated Submission System For Programming Assignments
Lingard, Gordon
To address the problem of computer programming students copying and colluding on assignments, since 2003 a system has been developed and utilised at the University of Technology, Sydney that embeds copy detection information within the logs of a submission system used by the students to submit assignments. This creates a detailed audit trail that allows for the determination of who has created and who has copied code. Beyond that, the information can be mined to see how student networks form to exchange information.
https://ro.uow.edu.au/apcei/09/papers/26
oai:ro.uow.edu.au:apcei-1023
2010-02-23T00:38:49Z
publication:assh
publication:apcei
Links are not enough: using originality reports to improve academic standards, compliance and learning outcomes among postgraduate students
McCarthy, Grace
Rogerson, Ann
Training students on the interpretation of originality reports generated by an electronic evaluation tool can assist with the reduction of unintentional plagiarism. An initial trial by the Sydney Business School, a postgraduate faculty of the University of Wollongong, has demonstrated that a proactive approach, based on pedagogical principles, can have a positive impact on the improvement of student writing skills when compared to a retributive justice approach reliant on a student’s ability and initiative in accessing internet support resources. This paper argues that higher education should not rely on links to internet based information, policies, and systems, to educate students in highlighting the seriousness and consequences of allegations of plagiarism. The trial at Sydney Business School supplemented the use of an electronic plagiarism detection tool with instructions given by the lecturer, related to the subject assessment tasks, and discussions both on the benefits of using originality reports and how to use these reports effectively to improve students’ writing, thus providing positive motivation and consistent academic support and guidance. This paper proposes that this more proactive ‘informed’ approach can ultimately achieve better results for students, academics, and institutions.
https://ro.uow.edu.au/apcei/09/papers/23
oai:ro.uow.edu.au:apcei-1024
2010-02-23T00:43:17Z
publication:assh
publication:apcei
Academic Co-creative Inquiry: Creating Inclusive Processes for Learning
Napan, Ksenija
This paper focuses on an innovative way of teaching and learning inspired by cooperative inquiry. Cooperative inquiry is usually used as an empowering research methodology for participatory transformation and is deeply engaged with the human condition. This paper reports on its modification within a hierarchical tertiary education setting through a process named ‘Academic Co-creative Inquiry’ where teachers and students through a collaborative process co-create the context and the content for the course and mutually assess its effectiveness. The focus of this study is a Spirituality and Social Practice course within a Masters of Social Practice programme at Unitec, New Zealand. A co-creative inquiry of this kind resulted in a very high engagement of students, remarkably positive feedback about the course, very high standard of assignments and an increased collaboration between students. Peer and self-assessment, especially peer assessment from practitioners in the area of students’ practice, contributed to integration of theory, practice and experience and proved to be useful not only for students but for peer assessors as well. Students reported about personal integrity that developed during this process and emphasised the importance of the context of inclusiveness that was co-created where all voices were heard and where a range of alternative views were appreciated and explored for the purpose of learning about respecting difference. A summary of findings from this unusual and truly collaborative, student centred, inclusive and inquiry based approach is presented and critically analysed.
https://ro.uow.edu.au/apcei/09/papers/24
oai:ro.uow.edu.au:apcei-1025
2010-02-23T00:45:20Z
publication:assh
publication:apcei
How is research on academic plagiarism in China conducted? A preliminary investigation of the recent change in the style of writing in an academic journal
Liu, Fande
This paper reports on the findings from a study on an academic journal – Academics in China. The journal, launched in 1986, is representative of academic journals in China in the field of the humanities and social sciences. It deals with the issue of academic plagiarism and other forms of academic corruption. By analysing articles about academic plagiarism published in this journal in 1999, 2000, 2004 and 2008, it provides statistics and analysis on the perception of Chinese academics about plagiarism within Chinese academe. It found that open discussion about academic plagiarism and other academic corruption in China dramatically increased after 2000 as: (1) the number of articles dealing with academic plagiarism in this period increased dramatically compared to the previous period, and (2) more authors were concerned about this issue than they were before 2000. Although much concern has been raised about this issue since the mid 1990s, no empirical study seems to have been conducted on plagiarism by Chinese academics.
https://ro.uow.edu.au/apcei/09/papers/25
oai:ro.uow.edu.au:apcei-1029
2010-02-23T02:47:29Z
publication:eis
publication:assh
publication:engpapers
publication:apcei
The effectiveness of plagiarism detection software as a learning tool in academic writing education
Stappenbelt, Brad
Rowles, Chris
Plagiarism detection software (or more accurately, text-matching software) is commonly employed in a punitive capacity, detecting plagiarism after assignment submission. As an alternative to this approach, online plagiarism detection software was adopted as a learning tool for students instead. A trial was conducted in the foundation unit of the professional development component of the engineering degree at the University of Western Australia. Prior to the use of plagiarism detection software as a learning tool, efforts to instruct students regarding proper referencing and paraphrasing did not result in commensurate decreases in the levels of plagiarism detected. Many student assignments submitted displayed at the very least careless source acknowledgement. As part of the trial, students were given individual access to the software to self-assess their work as often as required prior to submission. The plagiarism detection algorithm assignment-originality statistics across three substantial written assignments throughout semester revealed continual and substantial improvement in student ability to avoid plagiarising. Through the use of this software, students were facilitated to learn how to properly acknowledge sources and improve their paraphrasing. This was accompanied by a dramatic decrease in the reportable incidence rates of plagiarism. Student perception of the use of plagiarism detection software in this capacity was also very positive.
https://ro.uow.edu.au/apcei/09/papers/29
oai:ro.uow.edu.au:apcei-1028
2010-02-23T02:44:41Z
publication:assh
publication:apcei
Embedding academic integrity at the University of Wollongong
Lysaght, Pauline
Kerr, Yvonne
Tome, Lucia
This paper provides a preliminary report on a project designed to
determine how effectively values associated with academic integrity have been
embedded in the learning and teaching environment at UOW. Five key values
have been formally identified at UOW: honesty, trust, fairness, respect and
responsibility. These values are based on those espoused by the Centre for
Academic Integrity (CAI) at Duke University in North Carolina and are recognised
as central to academic honesty. Academic staff at UOW, charged with
responsibilities for shaping educational policy and implementing, monitoring and
reviewing processes that support the development of academic integrity across
the student population, have taken part in the project. Through their responses
to surveys and focus group discussions, a broad understanding of academic
integrity and the ways in which it may be supported is emerging.
https://ro.uow.edu.au/apcei/09/papers/28
oai:ro.uow.edu.au:apcei-1030
2010-02-23T03:25:30Z
publication:assh
publication:apcei
Reminiscences of the University of Sydney psychology department’s discipline-focused education of young John (1958-65) under O’Neil’s god professorial reign (1945-65): Academic freedom, fairness in evaluation, and educational integrity
Furedy, John
This paper is a modification of and some additions to an oral paper given in 2008 to philosophers and psychologists most of whose current thinking is along the lines of a post-modern, instrumentalist approach to knowledge and higher education. The paper’s (long) title shamelessly plagiarizes from the title of the book by the much more eminent Donald Horne. The approach I advocate, and look back to (perhaps with glasses that are somewhat rose tinted) is one that characterized O’Neil’s department. The approach was pre-modernist in a number of differentiating respects that included complete academic freedom, education rather than indoctrination, and fairness in the evaluation only of academic performance rather than of personal beliefs and attitudes. These conditions, rather than those of such features as “inclusiveness”, I argue, are necessary for integrity in higher education. These are also the conditions which are largely satisfied in competitive elitist sports and games, especially in Australia.
https://ro.uow.edu.au/apcei/09/papers/30
oai:ro.uow.edu.au:apcei-1032
2010-02-23T03:29:08Z
publication:assh
publication:apcei
A space odyssey: the implications of moving the writing center into the virtual world
Ramirez, Barbara
For decades, traditional writing centers have offered tutoring services in face-to-face environments, but with the growing popularity of distance education, many students now need online access to tutoring. To meet this need, some writing centers are exploring the idea of “virtual” tutoring. As we explore options using virtual environments such as Second Life for this purpose, we are confronted with a range of questions about changes in the dynamics of the tutoring process, many of which concern academic integrity.
https://ro.uow.edu.au/apcei/09/papers/32
oai:ro.uow.edu.au:apcei-1031
2010-02-23T03:27:31Z
publication:assh
publication:apcei
Taking action on academic integrity at one Australian university
East, Julianne
Despite all the work put into writing policies to reduce academic
misconduct, all the writing of guidelines for how to acknowledge, and all the
declarations of how academic integrity is valued, few Australian universities could
say with confidence that they have a holistic, integrated approach to dealing with
academic misconduct and academic integrity. One Australian university, for
example, has a well-written policy which clearly outlines lecturer responsibilities,
yet that university has not monitored whether staff are aware of these
responsibilities and if they are implementing them. Given the heavy workload of
lecturers, why would lecturers seek out policy and/or bother to carefully read it
when it seems peripheral to their research and teaching? Engaging lecturers in
the topic of academic integrity requires more than a good policy and a check list.
Through a distributed leadership initiative, an action research project in one
faculty of this university was set up to engage lecturers in taking on their
responsibilities in ways that are appropriate for their practice. In this paper I
review the actions taken by the lecturers and reflect on the progress of the
project.
https://ro.uow.edu.au/apcei/09/papers/31
oai:ro.uow.edu.au:apcei-1033
2010-02-23T03:30:56Z
publication:assh
publication:apcei
Managing university reputations
Curtin, Peter
There has been a failure to recognise the effects of commercial pressure on university administration, and a failure to recognise the different and incompatible goals of commerce and education. To the extent there is conflict and competition between the goals of education and commerce, short term commercial considerations seem to be paramount. Reputation management which brings short term commercial success includes suppression of dissent and criticism, and the covering up of misconduct and wrongdoing in universities. Reputation management which allows dissent and criticism leading to the exposure of wrongdoing, and then allows reform of university administrations, results in longer term improvement in the achievement of educational goals. A long term reputation for integrity may come at a short term commercial price. The competition for Asian students studying abroad has resulted in the compromise of standards of university integrity, and has spawned some spectacular financial losses on overseas campuses.
https://ro.uow.edu.au/apcei/09/papers/33
oai:ro.uow.edu.au:apcei-1034
2010-02-23T03:32:21Z
publication:assh
publication:apcei
Research apprenticeship: is this the answer to inadvertent plagiarism in undergraduate students’ writings?
McGowan, Ursula
To deal with inadvertent plagiarism, a conceptual framework based on an
apprenticeship model for undergraduate education is proposed here. It aims to provide students
with guidance, feedback and time to develop (1) an understanding of the rationale for the
requirement of referencing conventions in university education and (2) tools for lifelong language
learning and skills in emulating the writings of the experts in their disciplines.
https://ro.uow.edu.au/apcei/09/papers/34
oai:ro.uow.edu.au:apcei-1035
2010-02-23T03:33:49Z
publication:assh
publication:apcei
Electronic portfolios: balancing learning and assessment
Ring, Gail
In 2006, our university instituted a requirement that all undergraduates create and submit a digital portfolio as evidence of academic and experiential mastery of academic competencies. The rationale for this ePortfolio Program is to build a mechanism through which core competencies (Written and Oral Communication; Reasoning, Critical Thinking, and Problem Solving; Mathematical, Scientific, and Technological Literacy; Social Science and Cross-Cultural Awareness; Arts and Humanities; and Ethical Judgment) can be both demonstrated and evaluated. Although the ePortfolio was originally implemented as an assessment tool, its broader educational function is to make students' college education more meaningful and to assess the integrity of the educational process.
https://ro.uow.edu.au/apcei/09/papers/35
oai:ro.uow.edu.au:apcei-1036
2010-02-23T03:36:05Z
publication:assh
publication:apcei
Plagiarism, ethics and education: where to now?
Sutherland-Smith, Wendy
Saltmarsh, Sue
Agreement within tertiary institutions about the most effective ways to deal with plagiarism continue to be fraught with tension. Institutions often opt for multiple means of deterrence, including electronic and human detection; revamped policies and procedures to increase deterrence and instigating an overall increased awareness of academic integrity issues within the academic community. One approach focuses on ethics as a vehicle in overcoming plagiarism. Universities add compulsory ‘ethical’ units or segments within existent subjects to ‘cover’ plagiarism and other issues of academic integrity in programs. However, how is this approach operating in practice? Are students sustaining notions of ethical practice throughout their courses of study and into the workplace? This session seeks to tease out some of the current ‘ethical approaches’ to plagiarism and collaboratively examine what appears to be working or not working and why. In particular, common academic practices will form a focal point for discussion, in terms of the notion of ethical engagement with students.
https://ro.uow.edu.au/apcei/09/papers/36
oai:ro.uow.edu.au:apcei-1037
2010-02-23T03:37:59Z
publication:assh
publication:apcei
“We know it when we see it” is not good enough: toward a standard definition of plagiarism that transcends theft, fraud, and copyright
Fishman, Teddi
Many of the assumptions that inform the ways we respond to issues of plagiarism are based in laws and traditions that pertain to stealing or to copyright. Laws about stealing, however, assume key concepts that are at odds with the conceptual realities of plagiarism. The notion of taking something, for instance, carries with it the concomitant idea that the rightful owner is deprived of the use of that thing. Laws about copyright are similarly derived from the notion of a physical text being duplicated to make additional (physical) copies to be sold, implying that if copyright is violated, the rightful owner suffers (financial) harm. Neither set of laws appropriately addresses plagiarism, however, which can occur without depriving the author/owner of the work or the right to profit from it. This paper will differentiate the elements of plagiarism from those of theft and copyright violations, and attempt to define plagiarism in terms that accurately describe its essential elements.
https://ro.uow.edu.au/apcei/09/papers/37
oai:ro.uow.edu.au:apcei-1038
2013-08-14T04:57:51Z
publication:assh
publication:apcei
Food for Thought
Appleby, Melissa
Purnell, Nathan
McQuilty, Jo
Hardie, Shaun
<p>1st prize in the 'Win a prize for plagiarism?' competition, illustrating ideas about academic integrity. 53 second long video, hosted on YouTube. A streaming copy is included below.</p>
https://ro.uow.edu.au/apcei/09/students/1
oai:ro.uow.edu.au:apcei-1039
2013-08-14T05:25:24Z
publication:assh
publication:apcei
The Plagiarism Project
Marks, Tom
Micallef, June
Dobbs, Ellesha
Feggans, Chris
Baker, Kirrily
<p>2nd prize on the 'Win a prize for plagiarism' contest. 50 second long video, hosted on YouTube. A streaming copy is included below, along with a link under 'Link to full text' above.</p>
https://ro.uow.edu.au/apcei/09/students/2
oai:ro.uow.edu.au:apcei-1040
2013-08-14T04:58:44Z
publication:assh
publication:apcei
DIGC101 Academic Integrity
Wheatley, Laura
Scardanas, Dimity
Appleford, Michael
McDonald, Andrew
<p>3rd prize in the 'Win a prize for plagiarism' competition. 2.09 minutes long video, hosted on YouTube. A streaming copy is included below, along with a link under 'Link to full text' above.</p>
https://ro.uow.edu.au/apcei/09/students/3