plagiarism in higher education a case study with prospective academicians

Plagiarism in higher education: A case study with prospective academicians

E. Eret , Tuba Gokmenoglu

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Key Takeaway : Prospective academicians may plagiarize due to foreign language problems, time constraints, and lack of knowledge about plagiarism, despite having a negative attitude towards it.

Being a growing problem, plagiarism is generally defined as “literary theft” and “academic dishonesty” in the literature, and it is really crucial to be well-informed on this topic to prevent the problem and stick to the ethical norms. With this motive, the aim of this study is to investigate the prospective academicians’ views on plagiarism, the degree to which they are knowledgeable about plagiarism, and the factors leading them to plagiarize, if any. The results showed although the prospective academicians have negative attitude, they might plagiarize due to foreign language problems, time constraints, and lack of knowledge about plagiarism.

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Students’ Perceptions of Plagiarism Policy in Higher Education: a Comparison of the United Kingdom, Czechia, Poland and Romania

• Published: 24 November 2018
• Volume 17 , pages 271–289, ( 2019 )

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• Saadia Mahmud   ORCID: orcid.org/0000-0001-5133-9416 1 ,
• Tracey Bretag 2 &
• Tomas Foltýnek 3  

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Students’ attitudes towards plagiarism and academic misconduct have been found to vary across national cultures, although the relationship between national culture and students’ perceptions of plagiarism policy remains unexplored. Student survey data ( n  = 1757) from the UK, Czechia, Poland and Romania were analysed for differences in students’ perceptions of three specific aspects of plagiarism policy – access, support and detail – at their respective universities. Considered through the lens of Hofstede’s cultural dimensions, the study found significant differences between the UK and the three Eastern European countries for all measures except students’ awareness of the penalties applied for plagiarism. Low ‘power distance’ and high ‘individualism’ were related to positive perceptions of plagiarism policy and process. The findings suggest that institutional plagiarism policy and procedures need to be responsive to the unique characteristics of national cultural context.

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Acknowledgements

This study draws from work supported by the LLP/Erasmus under Grant 510321-LLP-1-2010-1-UK-ERASMUS-EMHE. Colleagues from Coventry University (UK), Lodz University of Technology (Poland), Aleksandras Stulginkis University (Lithuania), University of Nicosia (Cyprus) and Mendel University in Brno (Czechia) participated in the research design and data collection for the Impact of policies for Plagiarism in Higher Education across Europe Project.

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Mahmud, S., Bretag, T. & Foltýnek, T. Students’ Perceptions of Plagiarism Policy in Higher Education: a Comparison of the United Kingdom, Czechia, Poland and Romania. J Acad Ethics 17 , 271–289 (2019). https://doi.org/10.1007/s10805-018-9319-0

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Published : 24 November 2018

Issue Date : 01 September 2019

DOI : https://doi.org/10.1007/s10805-018-9319-0

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Journal of Applied Research in Higher Education

ISSN : 2050-7003

Article publication date: 15 February 2021

Issue publication date: 27 January 2022

Many scholars have recognized the cultural dependency of the concept of plagiarism and have investigated the influence of cultural attitude on university students' plagiarism; however, since the findings are inconsistent and because plagiarism is a major concern in academic institutions in Asia, we were motivated to examine the understanding and prevalence of plagiarism among Canadian and some Asian language students.

Design/methodology/approach

To elicit the data, the questionnaire developed by Maxwell et al. (2008) was adapted for this study. The scale included three sections. In the initial section, the students' background information was inquired. Section two included 10 scenarios, all of which consisted of two levels; understanding and experience. Section three of the scale consisted of five open-ended questions. In fact, the questions intended to complement the survey findings. Finally, in the fourth section, five yes/no questions were asked. Because the respondents could evade answering some open-ended questions, we developed five questions with yes/no answers in order to probe deeper into the participants' answers.

The results showed significant differences among the participants concerning both understanding and prevalence of plagiarism. Most of the differences were between Canadian and Asian students in that Canadians had a higher level of understanding. They also enjoyed a lower rate of incidence of plagiarism. Nevertheless, further analyses revealed that the students' academic misconduct is probably influenced by other factors including lack of proper education rather than cultural differences.

Social implications

The findings lead us to argue that cultural differences may not be the main source of the prevalence of plagiarism across nations and that Asian language university students plagiarize mainly due to a lack of understanding of the principles of plagiarism. Therefore, Asian universities should take measures to make sure that they promote language students' understanding regarding the misconduct.

Originality/value

Apart from a few studies, no other study has scrutinized plagiarism across cultures. As such, our study attempted to shed more light on the student, especially language students' plagiarism across different nations.

• Higher education
• Nationality
• Language students

Acknowledgements

We are thankful to all university professors and students who greatly helped us with data gathering although they may not agree with all of the interpretations provided in this paper. We are also grateful to the colleagues for their valuable comments on the first drafts of the questionnaire. We gratefully acknowledge helpful pieces of advice provided by Dr. Paul Barrett concerning the data analysis of the study.Ethics approval and consent to participate prior to data collection: The approval was obtained from the research committee of Research Deputy, IAUKSH (4009–98/10/7). All participants were provided written informed consent, prior to distributing the questionnaire. Funding: the author(s) received no specific funding for this research.

Farahian, M. , Avarzamani, F. and Rezaee, M. (2022), "Plagiarism in higher education across nations: a case of language students", Journal of Applied Research in Higher Education , Vol. 14 No. 1, pp. 223-239. https://doi.org/10.1108/JARHE-09-2020-0309

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High standards of academic conduct, including the awareness raising of plagiaristic behaviours, are regarded as a central part of the development of individual scholarship in higher education systems worldwide. This research contributes to original knowledge in relation to understanding how students develop an understanding of plagiarism and how they actualise it within their undergraduate programmes in Thailand. Data were collected through a survey, numerical modelling and interview, and the Theory of Planned Behaviour is adopted as a lens through which the issues are interpreted and explored. The findings expose in detail not only the inadequacy of students’ understanding of both the gravity and complex and extensive nature of plagiarism but also their motivations for engaging in plagiaristic behaviour, which mainly centred upon lack of control and confidence in their academic endeavours. The study has implications for practitioners and administrators in higher education, particularly in relation to explicit expectations of students’ academic conduct.

M.Naci Kayaoğlu , Cristina Flitner

Plagiarism continues to dominate the academic world as one of its greatest challenges, and the existing literature suggests cross-cultural investigation of this critical issue may help all shareholders who detect, are confronted by and struggle with this issue to address it. Therefore, the present study, drawing upon a cross-cultural investigation using a questionnaire, aimed to investigate the differences between three groups of students, namely, Turkish (n = 106), Georgian (n = 83) and German (n = 72) regarding their tendency to conduct academic theft. It also investigated ways in which to plagiarise and reasons for and awareness of this issue. The results show that lack of time, busy schedules and weak academic writing skills are the most frequent reasons for plagiarism. However, in contrast to previous studies, the role of the Internet was found to be minimal in relation to increasing plagiarism. It is also worth noting that the German participants were found to have a higher level of sensitivity to this academic malpractice and were seen to be much more successful at identifying it. The article concludes with workable suggestions on how to discourage academic theft at universities.

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