Determination of Entrepreneurial Intentions among STEM and Non-STEM Students in Nigerian Tertiary Institutions

Ojo, Omonijo Dare; Ogechukwu, Joe-Akunne Chiamaka; Anyaegbunam, Michael C.; Ogbozor, Pamela; Nnaebue, Collins I.; Amaka, Okafor Rachael

doi:10.9734/bpi/sthss/v6/1791c

Cited by 1 publication

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“…After the review, it was noticed that most of the articles focused on ‘preventive measures’ for reducing the spread of plagiarism among the higher educational institutions in the sub-region (Buraimo et al, 2019; Curtis and Tremayne, 2021; Omonijo et al, 2017; Orim, 2014). Following the attention given to the ‘preventive measures ’ against plagiarism is the documentation of ‘ forms of plagiarism ’.…”

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confidence: 99%

Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012–2022) literature

Mireku,

Dzamesi,

Bervell

2023

Research Ethics

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The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012–2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students’ and faculty’s awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice.

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