Additional Data on Academic Dishonesty and a Proposal for Remediation

Davis, Stephen F.; Ludvigson, H. Wayne

doi:10.1207/s15328023top2202_6

Cited by 145 publications

(101 citation statements)

References 6 publications

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“…To some students, the benefits of plagiarising outweigh the risks, particularly if they think there is little or no chance of getting caught and there is little or no punishment if they are caught (Davis & Ludvigson, 1995). To others, plagiarism is a tangible way of showing dissent and expressing a lack of respect for authority.…”

Section: Lack Of Deterrencementioning

confidence: 99%

Evaluating Students’ Plagiarism in Higher Education Institutions

Agu¹,

Olibie²

2009

Afr. Res. Rev.

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Plagiarism is a threat to students' empowerment in higher education in a knowledge economy. In this paper the phenomenon of students' plagiarism in higher education institutions and how it disempowers the advancement of global knowledge by students, are discussed. The paper begins with a description of the meaning, forms and reasons for plagiarism among students. It goes further to discuss some strategies for evaluating and detecting plagiarism in students' works using Information technology. Finally some knowledge empowerment strategies are presented to show how lecturers could tackle plagiarism by empowering students to be genuine in receiving and producing information for constructing new knowledge.

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Section: Lack Of Deterrencementioning

confidence: 99%

Evaluating Students’ Plagiarism in Higher Education Institutions

Agu¹,

Olibie²

2009

Afr. Res. Rev.

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“…• Tipo de evaluación: las pruebas de selección múltiple favorecen la copia (Davis y Ludvigson, 1995).…”

Section: Factores Que Propician O Evitan La Falta De Integridad Acadéunclassified

La integridad académica: el dilema de la formación médica

Córdoba¹,

Bustamante²

2018

Revista Educación y Desarrollo Social

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La integridad académica es uno de los propósitos principales de la educación de alta calidad. No obstante, el fenómeno de deshonestidad académica es un problema creciente a nivel global que se ha sofisticado por el acceso a las nuevas tecnologías de la información y la comunicación. Este trabajo aborda el problema de la deshonestidad académica en el contexto de la enseñanza de la medicina, sus causas, modalidades, factores predisponentes y estrategias de prevención, detección y sanción. La deshonestidad académica es un fenómeno multicausal en el que confluyen factores relativos al entorno y la cultura moral, factores personales, currículo oculto, políticas institucionales, así como modelos de enseñanza basados en los resultados académicos, más que en el proceso de aprendizaje colaborativo. Dentro de las prácticas deshonestas se pueden citar el plagio, la colusión, la falsificación, el engaño y la suplantación. La deshonestidad académica genera consecuencias para los estudiantes, los docentes, las instituciones, el sistema educativo, la profesión médica y la sociedad, pues es papel de las instituciones educativas no sólo la producción de técnicos competentes, sino también de ciudadanos responsables. El presente trabajo propone algunas estrategias para enfrentar este problema, como la evaluación del desarrollo moral al ingreso a los programas académicos y su supervisión durante el proceso formativo, la intervención en diferentes niveles del currículo oculto, la implementación de códigos de honor alineados con políticas institucionales y modelos de enseñanza que promuevan la cultura de la integridad académica.

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“…that the "benefits of plagiarising outweigh the risks, particularly if they think there is little or no chance of getting caught and there is little or no punishment if they are caught" (Davis & Ludvigson, 1995;Eret & Gokmenoglu, 2010;Simkin & McLeod, 2010). Akbulut et al (2008), Comas-Forgas and Sureda Negre (2010), and Jones (2011) noted teachers' disinterest in students' engagement in plagiarism could also a reason or as Simkin and McLeod (2010) noted because they are reluctant to act upon such academic dishonesty.…”

Section: Literature Reviewmentioning

confidence: 99%

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

Harji¹,

Ismail²,

Chetty³

et al. 2017

ELT

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To date, plagiarism continues to be a widespread problem in higher education. Deemed to be endemic, researchers continue to examine various aspects of plagiarism, including students' perception, practices, attitudes and reasons for plagiarism, in addressing this growing concern. Most studies, however, tend to examine these aspects independently. This paper reports on a study that examined both the students' attitudes and reasons for plagiarism, particularly among the Technical and Non-Technical programme students. A questionnaire was administered to 120 students, i.e. 60 each from each programme to gather quantitative data on their attitudes and reasons for plagiarising. The study found that students in both groups hold negative attitudes towards plagiarism. They deem it synonymous to cheating in final examinations and advocate severe penalty to offenders who submit free downloaded or purchased articles. However, they disagree on being penalised for permitting their peers to plagiarise their work. Significant differences were found for the latter two attitudes between the groups. Albeit, disfavouring plagiarism, the two most cited reasons that compel students in both groups to plagiarise are their self-inadequacy in writing skills and poor time management, followed by the temptation and opportunity to plagiarise from the internet and to cope with the institutional load. With an understanding of these variables, all parties will be able to make more informed decisions in addressing this malpractice and upholding academic integrity.

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Additional Data on Academic Dishonesty and a Proposal for Remediation

Abstract: In this article, we present data from 2,151 upper division undergraduate students regarding the frequency of cheating, reasons for cheating, and influence of penalties on cheating. We also discuss how a model that develops an internalized code of ethics will counteract academic dishonesty.

Cited by 145 publications

References 6 publications

Evaluating Students’ Plagiarism in Higher Education Institutions

Evaluating Students’ Plagiarism in Higher Education Institutions

La integridad académica: el dilema de la formación médica

Technical and Non-Technical Programme Students’ Attitudes and Reasons for Plagiarism

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