adshe conference 21 st june 2012 unlocking potential and confronting challenges plagiarism – key...

ADSHE Conference 21st June 2012 Unlocking Potential and Confronting Challenges

Plagiarism – key issues and debates Sue Onens and Vikki Anderson University of Birmingham

Plagiarism – key issues and debates

Outline of session Context Practical exercise Background to our research What we did What we found The way forward


Context Plagiarism appears to have increased in relation to

the availability of online information. ‘It is reasonable to expect to encounter at least

10% of students’ work that requires attention beyond normal assessment’ (Carroll 2004, p.2).

International students; students with SpLDs. Use of software such as Turnitin.


Practical Exercise Working in pairs, sort the cards under the followingheadings:

Plagiarism Not plagiarism


Background to our research Drawn to attention of Learning Support Team by

students with SpLDs asking for support when suspected of plagiarism.

‘Changing goal posts’. Revised Code of Practice. Project bid.


Dyslexic students - what we did Current policy and procedure Overview of Turnitin Definition of plagiarism Exercises pertaining to good academic practice Useful resources

Plagiarism – key issues and debatesOur study Original project bid Modified project

Main aims To explore Plagiarism Officers’ views on how students gain an understanding of

plagiarism and how to avoid it, To explore the perceptions of students regarding their understanding of

plagiarism. To consider the effectiveness of existing approaches, with the aim of identifying

areas for development. To examine the use of text matching software, focusing on when, with whom,

how and why it is being used. To elicit the views of academic staff and students as to how practice could be

improved.

What we did Investigated existing resources. Interviewed 17 Plagiarism Officers. Sent out electronic questionnaire to students (450 returned).


Findings - what POs saidWho tends to be suspected of plagiarism? Students who have not had enough academic

experience; those who come through BTEC, Access and other non-traditional routes.

‘Weaker’ students; students under pressure. Overseas Masters students . Students for whom English is not their 1st language

including Erasmus students Intercalaters (Medics)


Findings - what POs saidWhy do students plagiarise? Lack of knowledge/understanding. ‘Don’t get it’. Sloppiness (starts with note-making). Poor time management. Approach to group work. Cultural differences. Difficulties in personal (or professional) lives. Think they can get away with it. Contract cheating accessible to all.

Plagiarism – key issues and debatesFindings - what POs saidHow are students informed about plagiarism? Section in programme handbook but majority said hands-on/direct

input needed to achieve the best effect. 1 hour workshop in 1st Year Week 4. Active participation by students.

Talk given at 2nd + 3rd Year inductions. Students sign declaration of attending induction on plagiarism – penalty chart on back - Philosophy, Theology and Religion

Lecture in 1st Year before hand in 1st assignment. Part of personal tutorial programme. Students encouraged to ask tutors if unsure.

VLE video - Psychology. Contextualized at start of each year. Made relevant to assignments .

Yr 1 – wk 4 session on plagiarism + library skills – students encouraged to ask if in doubt . Highlighted when assignments given out, particularly extended writing (Yrs 2+3)

- Chemistry.

Plagiarism – key issues and debatesFindings - what POs saidHow are students informed about plagiarism?

Info on Web – linked to Code of Practice. Skills class attended by all 1st years - usually week 4. Deal with referencing at same time. Discussed in class with groups of around 20 students. Involves TII – Physics

1st Year induction – 1st 5 weeks -1 day a week focusing on study skills - academic writing, paraphrasing note-taking/making. Research for evidence based learning module - core element is plagiarism. TII report explained . Repeated in 2nd + 3rd year inductions. Optional sessions on paraphrasing ; every module has assignment preparation session. Can meet with academic tutor 1:1 – Social Work

Plagiarism – key issues and debatesFindings - what POs saidConcerns Students may not read handbooks or refer to web sites. Variation in practice between - and sometimes within -

Schools (especially re use of TII). Joint Honours. Rogue staff, inconsistency, not knowing Code of Practice. Resource intensive process to educate overseas students to

avoid plagiarism. Input on plagiarism needs to be timely and relevant. Focus needs to be on developing academic skills.


Findings - what POs saidConcerns – Turnitin Concerns about TII being used in different ways with

varying amounts of expertise. Amount of work involved in looking at originality reports. Using TII formatively could be teaching students how to

avoid being caught rather than how to write well. Need consistent approach to training staff and updating

their training in use of TII.

Plagiarism – key issues and debatesFindings - what POs saidComments “It’s important to have face to face and online conversations, which are part of

the ongoing learning conversation. You can’t just do it with an injection at the beginning and a reminder.” (Education)

“If you have a heavy push, you get fewer cases.” (Earth Sciences) “We don’t run Turnitin sessions for staff. We just want them to tell people how to

write essays properly.” (Economics) “The aim is to learn programming, not to Google! They need to learn how to

tackle an empty page.” (Computer Science) “Students are generally horrified and upset that they’re on the register………They

need direct delivery, contextualised and backed up by other links to information.” (Chemistry)


Student responses How would you rate your current understanding of plagiarism?

Moderate understanding 58% - 262 students High level of understanding 38% - 171 students


How would you rate your Department’s informationand guidance on plagiarism?

Excellent 15% - 69 students Very good 31%- 138 students Good 27% - 123 students Satisfactory 20% - 92 students Unsatisfactory 6% - 28 students


How confident are you that you will AVOID plagiarism in your work?

Not at all confident – 7 students Not very confident – 30 students Somewhat confident – 238 students Very confident – 172 students Unsure – 3 students


How could your understanding of plagiarism (and how to avoid it) be improved?

‘They give you one lecture and expect you to be fine at it…Your 1st essay can be marked down or failed because of plagiarism when it should really be a practice.’

‘A very detailed outline of how to cite..we are given a general guide but unusual instances come up and I am actually more inclined not to use that piece of research to avoid penalties.’

‘As a (very) mature student I can’t see what the big issue is….it is surely very simple. I think clarity about web use, teaching how to take notes from primary literature would be useful. Clear instruction about what is admissible and what isn’t right from the start.’

Plagiarism – key issues and debatesHow could your understanding of plagiarism (and how to avoid it) be improved? ‘Examples of traps that people fall into – i.e. if we could see actual

assignments that have been failed for plagiarism’.

‘A plagiarism lecture was held in the 1st yr but more tailored towards final year dissertations would have been useful’.

‘Further detailed information via emails.’

‘More information on essay writing and paraphrasing.’

‘Tell us more on what ‘bad practice’ is. Some lecturers insist on us using several sources of information, yet they say it must be our own work.’

Stop the repetitive plagiarism lectures – the material is the same as the 1st yr and it is patronising.’

Plagiarism – key issues and debates ‘I think that in earlier years the initial guidance is inadequate, especially

as those coming to university from state education have never encountered the Harvard system of referencing. I only now feel my understanding of plagiarism and how to avoid it is high as I am in my 3rd yr and have had time to develop my knowledge.’

‘I think my understanding is good. However, I worry about blind use of software because at the end of the day there are only a certain number of ways you can say certain things.’

‘I was not aware of the concept of ‘self plagiarism’ and do not really understand it.’

‘I think there should be more face to face teaching on the topic, even to post grads. Things are changing all the time and it pays to be reminded.’

‘Wasn’t aware that using a large number of quotes was poor academic practice and would be treated as plagiarism. ’


Critical issues Poor academic practice? Same for all students? Role of specialist tutors? Use of text matching software.


Discussion (flipchart) What are the issues in your

institution/experience? Communication and consistency? Solutions? Key points for students and staff.

Plagiarism – key issues and debatesResources You Tube video – ref works http://www.youtube.com/proquestrefworks Useful example - University of Leeds http://www.ldu.leeds.ac.uk/plagiarism/ Interactive tutorial – subject specific – University of Leicester -

http://www2.le.ac.uk/offices/careers/ld/resources/study/plagiarism-tutorial Learn Higher – useful information for staff and students

http://learnhigher.ac.uk/Staff/Referencing.html Links to tip sheets/resources Plagiarism.org -

http://www.plagiarism.org/plag_resources.html http://www.plagiarismadvice.org/ advice for organisations/current research

Plagiarismadvice.org This service provides resources, training, advice and guidance on plagiarism prevention and detection to institutions and academics.

Plagiarism Quiz – University of East Anglia - http://www.uea.ac.uk/menu/admin/dos/quiz/

Interactive resource with section on plagiarism http://www.skills4studycampus.com/orglogin.aspx

adshe conference 21 st june 2012 unlocking potential and confronting challenges plagiarism – key...

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