Turnitin Systems

Heckler, Nina C.; Rice, Margaret L.; Bryan, C. Hobson

doi:10.1080/15391523.2013.10782604

Cited by 51 publications

(10 citation statements)

References 24 publications

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“…For casual staff, the absence of remuneration for additional time spent investigating and following up on instances of plagiarism is a further barrier to detective action. All this has implications for the student experience -a student's relative anonymity simultaneously emboldens consideration of and deliberate intention to plagiarise and hinders effective detection (Heckler et al, 2013).…”

Section: Journal Of Higher Education Policy and Management 679mentioning

confidence: 99%

“…Walker and M. White guidelines focus on the practice and provision of support for teachers who, if prepared and motivated, can take action in the course and on assessment tasks that fall within their boundaries of responsibility (James et al, 2002;Sutherland-Smith & Pecorari, 2010). Preventative action is the domain of individual teachers and focuses on what they can do in their respective courses (Morris, 2010) and educative and punitive action targets students and their personal study skills, attitudes and academic practices (Heckler, Rice, & Bryan, 2013;Howard & Davies, 2009;Sutherland-Smith, 2010). It is interesting to note however, that research acknowledges that the varying individualised responses from staff to plagiarism is one of the main factors that undermines institutional responses and strategies targeting plagiarism and academic misconduct (MacDonald & Carroll, 2006;Park, 2004).…”

Section: Introductionmentioning

confidence: 94%

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Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

Walker

White

2014

Journal of Higher Education Policy and Management

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When student plagiarism occurs, academic interest and institutional policy generally assume the fault rests with the student. This paper questions this assumption. We claim that plagiarism is a shared responsibility and a complex phenomenon that requires an ongoing calibration of the relative skills and experiences of students and staff in response to their respective personal and institutional pressures. This paper examines how teaching staff understand their responsibility in addressing plagiarism. Our findings suggest that a staff member's general understanding of their role in preventing plagiarism is related to their awareness of different contexts and sites across the institution (e.g., assessment task, course design, programme structure and institutional policies) and their ability to integrate them. Accordingly, this paper proposes a framework that integrates the differing roles of staff in plagiarism prevention and offers a stronger basis for the analysis and development of strategic action by schools and departments.

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Section: Journal Of Higher Education Policy and Management 679mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

Walker

White

2014

Journal of Higher Education Policy and Management

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“…Although some studies have found the software to be of limited value as a deterrent (Walker 2010;Youmans 2011), most have shown the opposite (e.g. Buckley and Cowap 2013;Heckler, Rice, and Hobson Bryan 2013;Stapleton 2012). From 2009 to 2012, Turnitin ® 's parent company, iParadigms, attained an annual growth rate of 25% (Hoge 2013), which suggests that the software is at least widely perceived to be useful.…”

mentioning

confidence: 96%

The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin^®

Bruton

Childers

2015

Assessment & Evaluation in Higher Education

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“…Although Turnitin ® is not mandated by Monash University for plagiarism detection in students' written work, it has been shown to enhance their understanding of academic integrity and the requirement for attribution (Graham-Matheson & Starr, 2013), and to enhance the paraphrasing ability of L2 students on English-writing tasks (Davis, 2007). Students' use of Turnitin ® in SCI2010 was supported through printed and online materials, together with dedicated tutorials, which reduce rates of plagiarism (Heckler, Rice, & Hobson Bryan, 2013). The AB and LR assignments were assessed using separate rubrics to evaluate four general criteria, content, structure, style and referencing, which align with the learning objectives for the unit and the assessed competencies.…”

Section: Examining the Alignment Between Student Writing Task Grades mentioning

confidence: 99%

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

2016

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The internationalisation of higher education generates several issues related to quality, uniformity of subjects taught across campuses and the role of differences in English-speaking ability, which may affect student learning and skills development. This study used a self-assessment survey framework to investigate Australian (native English speaking) and Malaysian (non-native English speaking) students' perceptions of their writing-related competencies. These perceptions were then correlated with students' grades for specific writing tasks at the Australian and Malaysian campuses of Monash University, a research-intensive tertiary institution. Student perceptions of six competencies were determined upon commencement and completion of a core science subject, SCI2010. Australian and Malaysian student perceptions of their abilities improved for all six, and four of the surveyed competencies, respectively. Upon commencement of the science unit, Malaysian students' self-efficacy was higher than that of Australian students for three competencies. However, by completion, Australian students had higher self-efficacy for all six competencies, which correlated with their higher literature review grades.The authors are science academics with a diverse range of teaching and research interests, including plant sciences, ecology and evolutionary biology, molecular biology and science communication and dissemination. Their scholarly research in learning and teaching include facets of work-integrated learning, effective use of technology to enhance student learning and skills development, and evaluation of students' self-efficacy of their generic skills. Additionally, the authors are actively engaged in curriculum innovation and renewal across tertiary science curricula, including large enrolment foundation units and core subjects at higher year levels. They have collaborated with science colleagues to develop, implement and evaluate inquiry learning across undergraduate programmes, and to enhance tutor capability with respect to these pedagogies. The authors have been the recipients of a range of grants and awards, including national grants for disciplinary and pedagogical research, and university and faculty awards for education and teaching excellence. PUBLIC INTEREST STATEMENTThis paper presents valuable information about the differences in confidence related to writing and writing-associated abilities between native English-and non-native English-speaking university students. These two sets of science students attended an Australian and Malaysian campus of Monash University, respectively. The possible relationship between students' writingrelated confidence and their actual writing ability was also investigated. Initially, Malaysian students were more confident about their writing-related abilities than were Australian students, although this pattern reversed over the course of the course. This study demonstrates that assumptions cannot be made about students' confidence in their writing-related abilities, regardless of th...

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Turnitin Systems

Cited by 51 publications

References 24 publications

Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin^®

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

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Turnitin Systems

Cited by 51 publications

References 24 publications

Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

Police, design, plan and manage: developing a framework for integrating staff roles and institutional policies into a plagiarism prevention strategy

The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin®

Comparing the self-efficacy and writing-related abilities of native and non-native English-speaking students

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The ethics and politics of policing plagiarism: a qualitative study of faculty views on student plagiarism and Turnitin^®