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Mary Davis, Oxford Brookes University

WDHE 2010 Sustainable Writing Development Tracking the development of plagiarism education through postgraduate preparation and study: the experience of international students in UK HE. Mary Davis, Oxford Brookes University. Plagiarism today.

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Mary Davis, Oxford Brookes University

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  1. WDHE 2010 Sustainable Writing DevelopmentTracking the development of plagiarism education through postgraduate preparation and study: the experience of international students in UK HE Mary Davis, Oxford Brookes University

  2. Plagiarismtoday • 97% of 114 HE institutions felt plagiarism was a significant issue (Davidson, 2004) • 95% of UK HE institutions use Turnitin (plagiarismadvice.org, 2010) • Teaching problems-Lack of explicit teaching, time pressures, poorly designed assignments, internet access (Sutherland-Smith, 2008) • Student problems -Previous education, panic, lack of understanding (Hayes and Introna, 2005)

  3. Issues for international postgraduate students Different educational background (Davis, 2007) Different L1 (Keck, 2006) Teachers’ perception that more international students plagiarise (Pennycook, 1996) Some studies show they are more likely to plagiarise and more likely to be caught (Bennett, 2005) 39% of complaints to OIA from postgraduates, 22% outside EU, mostly related to plagiarism (Behren, 2010)

  4. Tracking development of source use- research participants 10-15 students over 2 year period from Pre-Master’s to Master’s Chinese, Japanese, Sri Lankan, Algerian Business and Technology Non-UK undergraduate degree English L2 or L3

  5. Tracking data Four stages, one each semester over 2 years 5 assignments 4 interviews 4 questionnaires Interviews with Pre-Master’s tutors, Master’s tutors and plagiarism experts in last stage

  6. Figure 1: Features related to plagiarism education and development of source use

  7. Figure 5: A taxonomy of stages of learning in source use Adapted from Anderson and Krathwohl (2001) Stage 1: non-user

  8. Key to analysis of stages Citation Reporting verbs Integration of source use into own arguments/authorial voice

  9. Stage 1: Non-user There are many resources can be found, such as the HILTON HOTELS CORPORATION CREATES LUXURY BRAND LINE, Source: Caribbean Business; 2/9/2006, Vol. 34 Issue 5, p15-16, 2pDocument. First issue is British Airway. It is focus on business travelers not economy class. Second issue is Nestle how to stimulate sales and profits in a mature business with health foods. Third issue is Dyson moved production of vacuum cleaners and washing machines from UK to Malaysia reduce manufacture costs. Three issues are different source.

  10. Stage 2: Novice user “The Convention does not allow changing the children’s personal details such as age, sex” (Human Rights watch). “It absolutely prohibits all forms of direct and indirect participation of children under the age of 15 and lists certain essential protection for non-combatants” (Druba.v). The service includes not only the physical demands on the enjoyment, but also the spirit to meet the psychological needs. (Sternthal, Erin F, 2002) The luxury hotel not just selling the food, drinks and accommodations, it also supplies the facilities and safety systems to satisfy the demand of the customers. (JohnR.Walker, 2002)

  11. Stage 3: Improving user I As(Wanhill, 2002) said theme parks are part of the trend to have a condensed leisure product for the visitor who wants to make maximum use of available holiday time for the family, where the needs of the children have priority. Another factor is the parks provide a mix of rides and shows to entertain the whole family, with a level of investment that encourages repeat visits (Wanhill, 2002). A five petroleum exporting countries established in 1960 an organization and called it OPEC (www.opec.org A) , which is now an organization of 14 members from the oil producing countries with a 32.5% of the whole world oil production (www.opec.org B).

  12. Stage 4: Improving user II Cope and Ziguras (2002)affirmthat it is important to translate the book into other languages for selling it in other places. However, the most important influence on sales seems to be internet marketing (Mason, 2002). This has been shown by.. …which is the main marketing strategy for these new modern companies (Haas, 2003). However, Emery and Weed (2006) shows evidences that the football management strategies is really poor, described as a failure and doesn’t achieve much success as they note that “The issue for clubs outside the top flight is not profit maximization, but financial survival” (Boon and Jones, 2002 from Emery and Weed, 2006:22).

  13. Stage 5: Competent user The differences of communication styles in men and women have been observed in previous studies. Tannen (1994) found that women state their opinions mildly, whereas men would like to state their ideas forcefully. In addition, male employees prefer to using a more assertive speech mode while female employees prefer to using mitigated and qualified speech mode (Mulac, 1998; Gray, 2002; Liska et al., 1981). The reasons for this phenomenon are complicated. Erickson et al. (1978) argued that speech style was associated with social power and status, so

  14. Learning about source use

  15. Conclusion Model of stages can inform teaching of source use at Pre-Master’s and Master’s level More attention needed to teaching source use (within stages) Further research recommended into how students learn about sources and the influences on their source use

  16. References • Anderson, L.W. and Krathwohl, D.R. (eds) (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman • Behrens, R. (2010) Learning from student plagiarism complaints. Paper presented at ‘Institutional policies and procedures for managing student plagiarism’ ASKe, Oxford Brookes University, 25/5/2010. • Davidson, S. (2004). Plagiarism in Higher Education survey. Plagiarism Advisory Service N-Learning [Online] Retrieved 27/5/10 from www.northumbrialearning.co.uk/reports • Davis, M. (2007). The role of Turnitin in the formative process of academic learning: a tool for learning and unlearning? Brookes e-Journal of Learning and Teaching, 2 (1). Retrieved 27/5/10: http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_of_academic_writing/ • Hayes, N. and Introna, L. (2005). Plagiarism, alienation and fairness: towards an inclusive educational practice. Ethics and Behaviour, 15(3), 213-231. • Keck, C.(2006). The use of paraphrase in summary writing: a comparison of L1 and L2 writers. Journal of Second Language Writing. 15, 261-278. • Pennycook, A. (1996). Borrowing other’s words: text, ownership, memory and plagiarism. TESOL Quarterly, 30, 210-230. • Plagiarismadvice.org (2010). Frequently asked questions. Nlearning. Available at http://www.plagiarismadvice.org • Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning: improving academic integrity. New York: Routledge

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