Student plagiarism in higher education in Vietnam: an empirical study

Ba, Khang Do; Ba, Khai Do; Lam, Quoc Dung; Le, Dao Thanh Binh An; Nguyen, Phuong Lien; Nguyen, Phuong; Pham, Quoc Loc

doi:10.1080/07294360.2016.1263829

Cited by 38 publications

(7 citation statements)

References 30 publications

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“…These studies have revealed mean rates of plagiarism of 26% (n = 182) (Barret & Malcolm 2006), 26.2% (n = 290) (Walker 2010), and 10.8% (n = 74) (Warn 2007) respectively. Within a specifically Vietnamese context, Ba et al (2016) found that 73% (n = 681) of the submissions tested in their study had Turnitin similarity indexes of over 20%, and Tran et al (2017) found that in their studies of two Vietnamese universities, there were plagiarism levels (defined by similarity indexes over 24%) of 91.7% and 61.7%. 2 Our study differs from those cited above due to the longitudinal aspects of the data collection period, meaning that a much larger sample has been obtained for analysis.…”

Section: Overall Prevalence Of Plagiarism and Contract Cheatingmentioning

confidence: 94%

Reducing plagiarism through academic misconduct education

Perkins¹,

Gezgin²,

Roe³

2020

Int J Educ Integr

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Although there is much discussion exploring the potential causes of plagiarism, there is limited research available which provides evidence as to the academic interventions which may help reduce this. This paper discusses a bespoke English for Academic Purposes (EAP) programme introduced at the university level, aimed at improving the academic writing standards of students, reducing plagiarism, and detecting cases of contract cheating. Results from 12 semesters of academic misconduct data (n = 12,937) demonstrate a 37.01% reduction in instances of detected plagiarism following the intervention, but due to limited data, cannot demonstrate a direct impact on reducing detected rates of contract cheating. The results also show a lower than expected proportion of plagiarised assignments (3.46%) among submissions.

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Section: Overall Prevalence Of Plagiarism and Contract Cheatingmentioning

confidence: 94%

Reducing plagiarism through academic misconduct education

Perkins¹,

Gezgin²,

Roe³

2020

Int J Educ Integr

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“…Aside from authorship legitimacy, there are several other troubling ethical issues, notably plagiarism and data falsification (Do Ba et al ., ). The problem, although not unique to Vietnam (Smart & Gaston, ), runs deep: plagiarism detection software Turnitin found that over 60% of the Vietnamese‐language graduation reports/theses by undergraduate students committed plagiarism (Tran, Huynh, & Nguyen, ).…”

Section: Traps and Pitfallsmentioning

confidence: 99%

“…On a particular note, in the East Asian cultural sphere in general, and Vietnam in particular, the behaviour of awarding 'gift authorship' could be seen as perfectly conforming to social etiquette (Yukawa, Kitanaka, & Yokoyama, 2014). Aside from authorship legitimacy, there are several other troubling ethical issues, notably plagiarism and data falsification (Do Ba et al, 2017). The problem, although not unique to Vietnam (Smart & Gaston, 2019), runs deep: plagiarism detection software Turnitin found that over 60% of the Vietnameselanguage graduation reports/theses by undergraduate students committed plagiarism (Tran, Huynh, & Nguyen, 2018).…”

Section: Traps and Pitfallsmentioning

confidence: 99%

The harsh world of publishing in emerging regions and implications for editors and publishers: The case of Vietnam

Vuong

2019

Learned Publishing

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This article discusses the emergence of academic publishing in a fast‐growing transition economy, Vietnam, where the race has heated up to publish in international journals, preferably with a high impact factor, and to accelerate the indexing of domestic journals. Within the fields of SSH alone, the publication output grew by 17% a year in the 2008–2018 period, encouraged by government policies and financial incentives for researchers. This review demonstrates an environment where there is sufficient financial growth to support increased R&D but limited skills and knowledge of how to increase quality publication output, either within national or international journals. The article highlights the drivers of increasing scientific publication output, as well as the traps and pitfalls that follow this competition. It suggests that there are opportunities for publishers and other organizations to improve ethical and practical publishing issues and to develop co‐publishing agreements that will increase the visibility of the country in international academia. The article indicates the harsh reality of pursuing higher publishing standards in academia, a world that has long been dominated by authors and publishers from industrialized countries.

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“…Nowadays, researchers' focus has shifted in two directions worldwide. Firstly, the studies clearly concentrate on written works, where it is not only possible to detect potential plagiarism automatically (Do Ba et al, 2016 ; Foltýnek et al, 2019 ; Lancaster & Clarke, 2012 ) but also evaluate to what extent the work as a whole has been prepared by someone else with the consent of the original author ( contract cheating, ghostwriting, essay mills ) (Awdry & Newton, 2019 ; Bielska, 2015 ; cf. the opinion on the role of writing centres in Clarke, 1999 ).…”

Section: Copying In Higher Educationmentioning

confidence: 99%

“There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

Bielska

Rutkowski

2021

J Acad Ethics

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The article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

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Student plagiarism in higher education in Vietnam: an empirical study

Cited by 38 publications

References 30 publications

Reducing plagiarism through academic misconduct education

Reducing plagiarism through academic misconduct education

The harsh world of publishing in emerging regions and implications for editors and publishers: The case of Vietnam

“There must be Someone’s Name Under Every Bit of Text, Even if it is Unimportant or Incorrect”: Plagiarism as a Learning Strategy

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