The case for academic plagiarism education: A PESA Executive collective writing project

Peters, Michael A.; Jackson, Liz; Hung, Ruyu; Mika, Carl; Buchanan, Rachel; Tesař, Marek; Besley, Tina; Hood, Nina; Sturm, Sean; Farrell, Bernadette; Madjar, Andrew; Webb, Taylor

doi:10.1080/00131857.2021.1897574

Cited by 11 publications

(5 citation statements)

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“…Within this previous perspective, Peters et al [26] pointed out that in order to determine the motivations for academic plagiarism, it is important to consider the conditions of the student or researcher, the pressure to which they are subjected in terms of their performance and the pressure to create and excel in a competitive environment. Taking into account that the issue of plagiarism is complicated, it must be analyzed from the context of knowledge, law, learning, customs, values and ideology.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, it is essential to build a culture of integrity in higher education with an innovative approach that helps improve ethics in the development of research projects [28]. In this way, the student knows how and when to cite and how to make arguments, and this is achieved through training that promotes good practices in research based on ethics and integrity [26].…”

Section: Discussionmentioning

confidence: 99%

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The Perception of Academic Plagiarism in Industrial Engineering Students at a Public University in Lima

Morán

2022

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The objective of this research was to study the perception of academic plagiarism as a dishonest behavior and the factors that characterize it in industrial engineering students at a public university in Lima. This work corresponds to a basic type of study with a quantitative approach, non-experimental design and cross-sectional descriptive level. From the operational field, the study variable was the perception of academic plagiarism, and its dimensions were knowledge, motivations and practices. The population consisted of 2145 students, and intentional non-probabilistic sampling was carried out, resulting in a sample of 155 students in the 8th and 9th cycles of this public university. For data collection, a questionnaire was designed with 35 questions referring to the variable and its dimensions, with each question having five response options according to a Likert-type scale which were answered virtually by the students. The results from the descriptive point of view reflect that 56.1% of the students perceived plagiarism in a negative way and 43.9% perceived it in an irrelevant way. In the inferential field, the results did not show significant statistical differences (p > 0.05). In conclusion, most students believe that academic plagiarism is a behavior that affects their education and is unethical and dishonest.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Perception of Academic Plagiarism in Industrial Engineering Students at a Public University in Lima

Morán

2022

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“…Related to the ethical concerns decried above are the profits and injustices generated by profit-making essay writing services known as 'essay mills' and 'ghostwriters' . This phenomenon deserves a book in its own right, so, for now, I refer my reader to the growing debate and body of research on this phenomenon (Peters et al, 2021) whilst confining my own contribution to the following brief remarks. Writing templates, grammatical rules and conventions, standard phrases and genres, the outsourcing of writing instruction to 'service providers' , such as EAP and Library Services -all the things that are associated with a skills-based approach to academic writing -can be replicated and reproduced, copied and sold, downloaded and programmed algorithmically (Collins, 2019;Introna, 2106).…”

Section: )mentioning

confidence: 99%

What Makes Writing Academic

Molinari¹

2022

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The 2020-21 have been years of hostile environments; two painful years, exacerbated by COVID-19, climate emergencies, BREXIT, flood and wildfire devastation, political divisiveness, personal loss and heartache. The collective aftermath is still being felt and it will be long-lasting. Somehow, I managed to squeeze this book through the cracks of lockdown, trapped at home, and fortunate to not only have a home but to have one with 'a room of my own' . It was my best friend Felia, to whom I dedicate this monograph, who insisted: 'if not now, then when?' I am indebted to her dogged insistence, over forty years of friendship, that I 'do something' with these ideas! Thanks, Fe x.I would be lost without Luay and Robs. They've had to endure the years of the PhD and now this, more hours at my computer, absent-mindedness in all matters domestic, last-minute and random decisions about what to eat or what to do on a weekend. Between the eye-rolls and theatrical yawns as they listen to me droning on about academic writing and how it could all be so different, they have never stopped repeating 'I am so proud of you' and 'Brava mamma' . I love them with all my being.This monograph germinated and grew from the generous conversations, kind mentoring and vigilant supervision of Professor Patricia Thomson and Professor Andrew Fisher. I am beyond grateful to them, along with my examiners, Professor Gina Wisker and Dr Ian James Kidd, for believing there was something in the way I think about academic writing, both educationally and philosophically, that was worth teasing out. Pat and Andy, you'll recognize most of what we did for the thesis in here (including the stuff you probably weren't so keen on!) but there are also omissions and additions. I could have done more and better, but for now, and given the circumstances, it's the best I could do.Also key to my thinking have been the three people involved in either reviewing the initial proposal or writing the foreword and afterword to this first book. Professor Chrissie Boughey, Dr Fiona English and Professor Suresh Canagarajah, all of whom are luminaries in their fields and have significantly shaped the ways in which I think about academic writing. They are creative, innovative and courageous intellectuals who have stood up for marginalized students and academics throughout their academic trajectories. Thank you for How Did We Get Here? A Selected History

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“…The Performance Based Research Fund (PBRF), which is similar to the UK's REF, began in 2004 in order to assess the research performance of tertiary education organisations and to fund them on the basis of their performance. This has helped to accelerate a focus on journal impact factors and individual scholar citations, leading at times to what has been termed reverse plagiarism -that is, the inclusion of spurious references in order to increase citation counts (Peters, 2021). Building from this publishing culture, there has been a rise globally in the number journals both in education and other fields.…”

Section: Changes In the Educational Research Landscapementioning

confidence: 99%

The case for academic plagiarism education: A PESA Executive collective writing project

Abstract: Hood, (open review) g , Sean Sturm, (open review) g , Bernadette Farrell, (open comment) i , Andrew Madjar, (open comment) g and Taylor Webb, (open comment) j

Cited by 11 publications

References 30 publications

The Perception of Academic Plagiarism in Industrial Engineering Students at a Public University in Lima

The Perception of Academic Plagiarism in Industrial Engineering Students at a Public University in Lima

What Makes Writing Academic

Revisiting strategic directions in educational research: Does research actually lead to improvement?

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