Textual Appropriation and Attribution in Engineering Theses and Dissertations: An Exploratory Study

Abstract

Currently he is an engineering and applied sciences librarian at Western Michigan University Libraries. His work has appeared in Science and Engineering Ethics, College & Undergraduate Libraries, Issues in Science and Technology Librarianship, Internet Reference Services Quarterly, and Reference & User Services Quarterly. His research interests include plagiarism and research skills training in engineering graduates and undergraduates.

Chapter 6. What If It�s All Common Knowledge? Teaching Attribution Practices in an Undergraduate Mathematics Classroom

“…Studies into the techniques that different communities use to distinguish authors' original contributions are closely related to the former question about what needs attribution. Whether about medium (e.g., Eisner & Vicinus, 2008) or discipline (e.g., Eckel, 2014;Jamieson, 2008), these studies are centered around what kind of information is considered collectively shared information, which can be used without attribution, and what is considered "owned" (Haviland & Mullins, 2009), which needs attribution. Style manuals and handbooks tend to refer to collectively shared information as common knowledge, which Amy England (2008) argued is often implicitly defined in these references as "an established, static set of facts" (p. 109).…”

“…For example, studies have shown that researchers in STEM are less concerned about word-for-word matches without quotation than in other fields (Buranen & Stephenson, 2009;Eckel, 2014), "plac[ing] a higher priority on the attribution of ideas than the attribution of words" (Eckel, 2014, p. 2). Such studies suggest that disciplinary distinctions often fall around the values of using one's own words and the importance of quotation; text-centered disciplines tend to value quotation in ways that other research forms do not.…”

Understanding Environmental Factors in Academic Honesty Awareness Towards a Better Interpretation of Plagiarism via Turnitin Similarity Scores

“…Previous studies have demonstrated an imbalance in education and academic integrity awareness across the globe [6], finding disproportionate amount of integrity work for the same size of population [8], as well as unmatched opinions from geographic locations when interpreting dishonest practices [9]. These examples highlight the influence of demographics on students' academic honesty awareness.…”

“…Understanding the root cause for academic dishonesty can facilitate how to successfully address these behaviors [4], especially when they stem from lack of awareness and know-how in specifying references appropriately [4]. Field of study [6] and culture background [4] have been correlated with the likelihood of plagiarism [3], [4]. Students who lack comprehension necessary to follow a class and feel uncomfortable asking critical questions, or cannot comfortably express themselves may feel more inclined towards dishonesty, being non-native English speakers with poor study skills the group with the highest risk [6].…”

“…Field of study [6] and culture background [4] have been correlated with the likelihood of plagiarism [3], [4]. Students who lack comprehension necessary to follow a class and feel uncomfortable asking critical questions, or cannot comfortably express themselves may feel more inclined towards dishonesty, being non-native English speakers with poor study skills the group with the highest risk [6]. International students likely have higher demands to succeed and invest more energy and resources (mental, financial, and familiar); which combined to the inherent challenges of living, studying, or working in a new place constitutes an undesirable recipe for elevated likelihood of academic dishonesty [7].…”