Academic Integrity: An Awareness and Development Issue for Students and Staff

U. McGowan

57 citations0/0 files storedJournal of University Teaching and Learning Practice

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Academic integrity and plagiarism Discourse Analysis in Language Studies Educational Strategies and Epistemologies

Abstract

University plagiarism policies aimed at assuring academic integrity provide for increased vigilance and disciplinary procedures to deal with transgressions. Many policies also include guidelines to teaching staff to ensure that students are adequately informed about the meaning of plagiarism and its consequences, and about methods of citing within the particular referencing system in use. However, the experience of academic advising has indicated that receiving such information is insufficient for students who, for a variety of reasons, inadvertently lapse into plagiarism. This is particularly the case for international students for whom English is a second or additional language. A simple and not excessively timeconsuming strategy is proposed for academics to ensure that students have the opportunity to learn not only the mechanics of what they are required to do, but also the reasons for the requirements and assistance in learning the language for fulfilling these requirements. The strategy involves, firstly, the induction of students into the concept of evidence-based learning as the essential characteristic of university learning, teaching and research, and secondly, the application of a tool such as genre analysis for mastering the language of their discipline. This is an awareness and development issue that is particularly important for international students whose time within the English-speaking Australian university environment may be limited to three or four years. The proposed strategy has the potential of becoming a powerful mechanism for reducing the incidence of inadvertent plagiarism, as well as raising the overall standard of written work for an increasing range of students.

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References

1987Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective 1994Writing science: Literacy and discursive power 1997Genre and institutions : social processes in the workplace and school 1996Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism 1997Guilty in whose eyes? University students' perceptions of cheating and plagiarism in academic work and assessment 2012Teaching and research: new relationships and their implications for inquiry-based teaching and learning in higher education 2003Teaching and Research: New relationships and their implications for inquiry-based teaching and learning in higher education 2002A Handbook for Deterring Plagiarism in Higher Education

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2005Does educational integrity mean teaching students NOT to 'use their own words'?2022Promoting Academic Integrity in Institutions of Higher Learning: What 30 Years of Research (1990-2020) in Australasia Has Taught Us 2008When students reference plagiarised material – what can we learn (and what can we do) about their understanding of attribution?2022Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity

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