Journal articles on the topic 'Plagiarism, international students, higher education, Nigeria'

<p><em>This paper presents a conceptual review on student plagiarism focusing mainly on International postgraduate Nigerian students. The aim of this review is to provide an insight to issues that relate to the concept, which will present information for the Higher Education Institutions in Nigeria and those overseas where the students decide to further their studies. The paper reviews studies on eight themes: the origin of plagiarism, forms of plagiarism, possible consequences of student plagiarism, general views on student plagiarism, possible causes of student plagiarism, Methods of detecting, deterring and mitigating student plagiarism, and proposed solutions.</em></p><p><em>The author concluded that a lot of Nigerian students struggle with the right perception of plagiarism and in most cases, do not understand the long-term consequences, besides the implementation of a holistic approach at managing student plagiarism, the higher institutions need to monitor and evaluate results and adapt measures to the institutional context. Also, there is a need for overseas universities to adjust their management framework in a way that will cater for international students. In addition, there is needfor more empirical studies to be carried out in Nigeria and other African Higher institutions.</em></p>

The authors examined students’ perceptions of plagiarism from a higher education teaching institution within the U.S. southeast. This study employed a five-point Likert-scale to examine differences of perceptions between domestic versus international students. Statistically significant outcomes were observed regarding the notions that plagiarism is a necessary evil and that plagiarism is illegal. Respectively, the analyses of the means showed that respondents tended toward disagreement concerning the former notion and neutrality regarding the latter notion.

As the education world places countless emphasis on achievement and success, the issue of academic dishonesty particularly involving plagiarism has reached prevalent extents especially in the institutions of higher learning. Since this contemporary problem in higher education requires very urgent attention to curb, various factors were assessed for their influence on students’ degree of plagiarism act. Therefore, this paper focuses on the extent of the business students’ self-perceived plagiarism and factors contributing to the act. A total of 152 questionnaires were collected from final year students of four business degree programs in one of a public university in Malaysia. Findings revealed that negative attitude, followed by competence lacking were the major contributors of self-perceived plagiarism. Discussion and significance of the study are further discussed.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: academic dishonesty, self-perceived plagiarism

The use of plagiarism detection software such as Turnitin or SafeAssign has become common in higher education. While frequently used to catch plagiarism, some institutions have used it as a learning tool to help students better understand plagiarism and the conventions of academic writing. In an international branch campus in the Middle East, a survey was given to undergraduate students, primarily second language students, on the use of Turnitin to help with their writing. Most participants found that the software helped them improve their paraphrasing skills, understand the use of citations, avoid plagiarism and, to a lesser extent, improve their language skills. أﺻﺑ ﺢ ا ﺳﺗ ﺧدام ﺑ رﻧﺎﻣﺞ اﻟﻛﺷ ف ﻋن ا ﻻﻧﺗ ﺣﺎ ل ﻣﺛ ل Turnitin أو SafeAssign ﺷ ﺎ ﺋ ﻌًﺎ ﻓ ﻲ ا ﻟ ﺗ ﻌ ﻠ ﯾ م ا ﻟ ﻌ ﺎ ﻟ ﻲ . ﻋ ﻠ ﻰ ا ﻟ ر ﻏ م ﻣ ن ا ﺳ ﺗ ﺧ د ا ﻣ ﮭ ﺎ ﺑ ﺷ ﻛ ل ﻣﺗ ﻛرر ﻟﻠﻘﺑ ض ﻋﻠ ﻰ ا ﻻﻧﺗ ﺣﺎ ل ، ﻓﻘد ا ﺳﺗ ﺧدﻣﺗ ﮫ ﺑ ﻌ ض اﻟ ﻣؤﺳﺳﺎ ت ﻛﺄداة ﺗ ﻌﻠﯾ ﻣﯾ ﺔ ﻟ ﻣ ﺳﺎ ﻋدة اﻟ طﻼب ﻋﻠ ﻰ ﻓ ﮭم ا ﻻﻧﺗ ﺣﺎ ل ﺑ ﺷﻛل أﻓ ﺿ ل واﺗﻔﺎ ﻗﯾﺎ ت اﻟﻛﺗﺎﺑ ﺔ ا ﻷ ﻛﺎدﯾ ﻣﯾ ﺔ. ﻓ ﻲ ﺣ ر م ﻓ ر ع دو ﻟ ﻲ ﻓ ﻲ اﻟﺷ ر ق ا ﻷ و ﺳ ط ، ﺗم إ ﺟ ر ا ء د ر ا ﺳ ﺔ ا ﺳ ﺗﻘ ﺻ ﺎﺋﯾ ﺔ ﻟ ط ﻼ ب اﻟﻣر ﺣ ﻠ ﺔ اﻟﺟ ﺎ ﻣﻌﯾ ﺔ ، و ﺧ ﺎ ﺻ ﺔ ط ﻼ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ ، ﺣ و ل ا ﺳ ﺗ ﺧ دا م Turnitin ﻟﻠﻣ ﺳ ﺎ ﻋ دة ﻓ ﻲ ﻛﺗﺎﺑﺎﺗ ﮭم. و ﺟ د ﻣﻌ ظ م اﻟﻣ ﺷ ﺎ ر ﻛﯾ ن أ ن اﻟ ﺑ ر ﻧﺎ ﻣ ﺞ ﺳ ﺎ ﻋ دھ م ﻋ ﻠ ﻰ ﺗ ﺣ ﺳ ﯾ ن ﻣﮭﺎ ر ا ت إ ﻋ ﺎدة اﻟ ﺻ ﯾﺎ ﻏ ﺔ وﻓ ﮭم ا ﺳﺗ ﺧدام ا ﻻﺳﺗ ﺷﮭﺎدا ت وﺗ ﺟﻧ ب ا ﻻﻧﺗ ﺣﺎ ل وﺗ ﺣﺳﯾ ن ﻣﮭﺎ راﺗ ﮭم اﻟﻠ ﻐوﯾﺔ إﻟ ﻰ ﺣد أﻗ ل.

In this paper, we report on the results of a study conducted at New York University Abu Dhabi in the fall of 2013. Our goal in the study was to gain a global college student perspective on issues related to intellectual property, including copyright and plagiarism. We found that, contrary to popular opinion, most of our students have a solid understanding of the nature of intellectual property rights, as interpreted within the North American higher education community. In addition, the majority of our students view violations of intellectual property rights and norms, such as plagiarism, negatively.

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.

<em>Ghostwriting and contract cheating constitute serious facets of academic misconduct in Nigerian Higher Education Institutions (NHEI) of learning. Management of these practices have remained elusive as they are impervious to traditional anti-plagiarism techniques. However, despite the prevalence of these practices, gaps in knowledge remain regarding how they are perceived by NHEI students. Most of the existent knowledge is based on untested theories and beliefs but it is imperative that, for an educational system to be successful, there is a need to have an in-depth understanding of their students. The research involves the use of surveys and interview of participants with experiential knowledge, and the purpose of this paper is to provide an insight to student perceptions on ghostwriting and contract cheating in NHEI. The consequence of the findings of this study is the information it provides the NHEI as they attempt to understand, evaluate and manage the occurrence of these practices. This paper concluded that the initial perception of contract cheating and ghostwriting by the Nigerian student is that it is an ethical practice with significant ramifications. However, this view is distorted due to two factors which have caused participating Nigerian students to believe it is a practice that is worth partaking in.</em>

Purpose Plagiarism is an epidemic for scholars that needs to be managed. Penalties do not seem to be able to stop people from indulging in it. Manipulation of emotions and values may help in discouraging people from plagiarism. Therefore, the purpose of this paper is to understand the association between felt emotion and plagiarism outcome behaviours. Another objective of the study is to see the role of virtues in discouraging people from plagiarism. Design/methodology/approach A scenario-based quasi-experimental method is used to collect the data. Graduate students from various Indian universities were invited for the experiment. The partial least square based structural equation modelling is used to test the measurement as well as path model. Findings The authors found that manipulated shame resulted in feelings of both international and external shame. When individuals feel internal shame, they avoid and discontinue plagiarism. They also try to repair the damage that they cause by plagiarism. However, feeling of external shame only encourages individuals to discontinue plagiarism behaviour. Virtues such as influence, competitiveness and equality weaken the relationship between internal shame and plagiarism-related outcome behaviour. At the same time, these virtues do not affect the relationship between external shame and outcome behaviours. Practical implications This study has important implications for the institutions of higher education. The study suggests that universities should provoke the emotion of shame through various communications to students to control the act of plagiarism by their students. Originality/value No study seems to have examined if the manipulation of emotions and values can help reduce the problem of plagiarism. This is an attempt towards bridging this important gap in literature. Therefore, findings of this study are of great value to scholars and content developers.

The trade of money and products is flowing freely across countries as well as knowledge. There are around five million students getting higher education outside their nations of origin, this number is three times bigger than in 1990. Nations with lacking capacity of an advanced higher education are increasing the number of students seeking for more new opportunities overseas. This new International Education environment is expanding competition among educational institutions and it is driving to more powerful strategies for recruitment based on a deep comprehension of international student mobility trends. This article was focused in five emerging countries: Nigeria, Brazil, Vietnam, and Indonesia and Saudi Arabia which have increased the number of outbound students during the last years. It is analyzed the current situation in international education, comparing the trends among the emerging countries and suggesting approaches and strategies in order to improve the recruitment models into new emerging markets.

Introduction. The economic progress of any country or region is always scientifically based. Science itself creates the tools for technological, economic and social development, however, in the context of the global problem of mass “pseudo scientific” research and “pseudo study” the specified causal relationships are unimplemented, which leads to distortion of the educational system. One of the major reasons for this is the process of violating the standards of academic integrity, and sometimes their misunderstanding also. The social aspect of academic integrity is very important. Understanding one’s own responsibility (or irresponsibility) for violating the standards of scientific ethics from the point of teachers and students directly determines the perception of the higher education system in Ukraine. It also determines formation the system of values that is formed in youth during studying in educational institutions. Purpose. The aim of the article is to investigate the special aspects of implementation the principles of academic integrity in Ukraine, their comparison with the European ones, and further proposals development on minimizing academic dishonesty. Research methods. Generalization, analysis, synthesis, comparison. Results. The legal aspect of academic integrity in Ukrainian law and its difference with the standards defined in the SAIUP project have been investigated. The directions of increasing the level of academic integrity among students are determined. The problem of plagiarism in the educational and scientific environment was investigated and the prospects of integration of the Unicheck platform and the national scientific texts repository are outlined. The approaches for understanding plagiarism with the international turnitin platform are described. A list of plagiarism checking resources is grouped. The responsibility for the proven facts of plagiarism is signified. Conclusions. Using the article-based tools to promote academic integrity will increase the confidence in Ukrainian academic science in general and will increase economic security level in particular higher education institutions.

Education is an essential tool for human, economical, societal and technological development. When education is properly utilized and financed, learning outcomes with higher quality are achieved. Under-funding is the critical challenge facing the Nigerian higher education (NHE) system. There is considerable increase in the demand for NHE and government could no longer adequately finance it because of this increasing-demand. This paper attempts to assess the impact of international organization in NHE system. Among the key important international organizations operating in Nigerian Education (NE) are the World Bank, IMF, EU, UNICEF, UNESCO and many NGOs operating from both in and out of the country. The paper concludes by recommending that adequate consecration should be given to higher education since basic education and secondary level have so far benefitted more from the World Bank. It is also recommended that all other international organizations and other sectors should focus on impacting NHE if truly high quality education is desired for Nigerian university students.

AbstractIn light of the increase of international graduate students, the dynamics of higher education in English speaking countries have changed dramatically coupled with an obvious gap between native English speaking (NES) and English as second language (ESL) graduate students in terms of their academic literacy. As a key component of academic literacy, academic writing consists of noticeable differences between these two cohorts of students. Against the backdrop of ongoing attention to the process and practice of academic writing, this study examines Chinese ESL graduate students’ intertextual practices in composing their academic writing, especially, when the students newly arrived in an English speaking world. Intertextual practice in this study is concerned about not only the transgressive intertextual practice or plagiarism behaviours, but how Chinese ESL students draw on external sources in developing their own writing. This study shows that the most salient feature in the intertextual practice of the participants is the use of indirect quotes rather than syntheses in their own words, and most of the external sources are used to introduce new beliefs, ideas, or issues to their writing. In addition, this study explores possible factors that mediate these practices in consideration of the linguistic and sociocultural backgrounds of the Chinese ESL students.

This article examines the methods students use to gain access to a university in Nigeria's elite federal sector. It explains the relationships between three “currencies” – merit, personal connections and money – that are utilised by students to achieve their goals. I argue that influences representing the official rules – merit – and those representing semi-official or unofficial processes – personal connections and money – intersect in ways that reveal the complexity of the relationship between state and society in contemporary Nigeria. This analysis reveals that in this case the hybrid interpretation of the neopatrimonial state, which views official and unofficial norms as existing in parallel and suffusing one another, has more analytical value than its counterpart, the wholesale state privatisation thesis.

E-learning has an increasingly important role within the ever-growing tertiary education system in many developed countries. While the research on e-learning is still relatively a novel discipline, with even a universally accepted definition being absent, there are numerous indications pointing to its increasing importance. For example, in the US alone, some 35% of university students take at least one online degree, while the ratio has been steadily increasing in the recent years. There are numerous underlying factors which support the intensification of e-learning. Most countries cannot keep up with the increasing demand for tertiary education by merely expanding their traditional universities – be it because of high needed fixed investments, or because or elevated costs of engaging the relatively scarce teaching staff. In the same time, the ICT revolution – as well as the ongoing COVID outbreak – both facilitate and require shifts to a delocalized contact between students and the teaching staff. In sum, this provides many developing countries with a mechanism of provision of tertiary education to large masses of prospective students without having to invest in physical infrastructure. However, this is not a process without challenges. Regulation in many countries is only yet to cope with these technology and demography-induced shifts in education. Some academic fields are not yet appropriate for distance learning. Cheating and plagiarism could be widespread if not tackled with appropriate strategies and technological solutions. This document examines these elements by providing an overview of the experiences in some of the countries where the e-learning system already took deep roots. Georgia has much to gain if it includes e-learning in its tertiary education system. Georgia at this moment is, seemingly, one of the few relatively developed countries which still do not have a fully-fledged and accredited e-learning platform within its tertiary education system. However, as World Bank data show, some 64% of Georgia’s high school graduates successfully enroll to a university, which is approx. 10 percentage points lower than OECD average, or as much as 25-30 percentage points lower than some of the world’s top education performers, such as Finland, the Netherlands or South Korea. While this gap needs to be bridged if Georgia is to tap the potential of the ongoing technological revolution, introduction of e-learning to its system may be of significant help, while it would not incur large additional costs. Indeed, numerous international examples show that in many countries, the number of students enrolled to universities soared following the introduction of e-learning, while the quality of education has not declined. In terms of increasing the base of potential enrollments, in Georgia’s case it is important to underline that e-learning may also be a mean of reaching out and connecting with members of the numerous Georgian diaspora. Also, setting up an e-learning platform also helps the universities to engage top lecturers in many educational domains at relatively low cost, meaning that more students may be given a higher quality education. COVID-19 outbreak is a case in point. The ongoing pandemics outbreak has shown, among other, that true business continuity for many education institutions, at all education levels, could have only been reached by employing adequate e-learning procedures. This means that those who have already instituted some forms of e-learning had fewer difficulties in overcoming the operative issues, while continuing to deliver education. Keywords: Higher education, E-lerning.

The article aims to explore lecturers and students’ requirements towards the ICT use in higher education institutions, to identify their problems in the ICT use in teaching, communication and research. Using a questionnaire we investigate the reliability of electronic educational sources, the kind of access to course learning materials, the ICT use in lectures, practical classes, individual work, consultations and control. The results of the survey showed that there is a mismatch between students’ need to have blended learning and lecturers’ ability to satisfy it. The lecturers and students assessed the overall ICT impact on the learning process. We found out that the lecturers believe that the educational process with ICT facilities becomes more complicated. For them it requires more digital skills, much time to create and maintain the blended courses. But students believe that ICT enhances learning, making it easy and more interesting. Thus involving students in education is considered now as providing them with convenient open access to learning materials. Their learning should easily combine traditional and digital technologies. The main problems of the ICT use in teaching are reviewed and ranged. The most common barriers are related to the lack of technical skills, lack of time, and perceived risks (intellectual property, loss of privacy, plagiarism). But besides personal barriers there are organizational and infrastructure ones. Education is changed greatly with the ICT use both in teaching and learning. To provide a new educational environment, university teachers should master necessary digital skills, establish international scientific and educational collaboration, combine face-to-face learning with e-learning (create blended courses, interactive learning systems etc.).

Purpose The purpose of this paper is to determine if and how role models presented in entrepreneurship education can influence students’ entrepreneurial activity given that the lack of financial and material means render most role models unattainable. Design/methodology/approach Data were collected in three stages from an entrepreneurship workshop programme held in Lagos, Nigeria. Nigerian and European undergraduate and graduate business students worked together to develop sustainable business ideas for the European and African market. In this exploratory paper, the emphasis for analysis is on the Nigerian students. Findings Based on the research results, the authors identified four types of role models and gained insight into how and why they could inspire students at different stages of entrepreneurship education. Research limitations/implications This research is highly contextual with an emphasis on Europe and Africa. Given the relatively small sample of the European students in this study, this paper only presents findings from the Nigerian students. In view of time and sample size constraints, it would be useful to do a longitudinal international study to compare the approaches taken by European and African higher education institutions to develop an understanding of role models in entrepreneurship education and entrepreneurial activity. Further study is needed to explore whether role models are the way forward to address the processes of student entrepreneurial learning in the context of entrepreneurship education in Nigeria. Further work could also uncover deeper convictions, the attitudes of students with regard to race and gender, and consider implications for practice between university and industry. Practical implications The paper contributes to the development of entrepreneurship education in the context of Nigeria’s emerging economy and makes suggestions on how to stimulate entrepreneurial activity through the targeted use of role models. Social implications In view of financial, material or societal constraints to attain role models, the result of this study can be applied in other African contexts or emerging economies to develop the understanding of the relationship between role models in the industry, higher education practices and government policy. The findings of this study show that the highest impact gained is from “real-life” exchanges between students and entrepreneurs. Originality/value Traditional entrepreneurship education fails because the learner’s process of integrating and applying behaviours of entrepreneurial examples and programmes is opaque. Research on role models suggests that where they have a positive impact is where they are perceived as self-relevant and attainable. This idea is explored in the particular context of entrepreneurship education in Nigeria in West Africa, which is characterised by highly limited and fluctuating resources despite Nigeria’s relative wealth. The authors conclude with suggestions for the use of role models in entrepreneurship education, especially in the Nigerian higher education context. This paper, therefore, contributes to research on entrepreneurship role model education in emerging economies.

Nesta era altamente midiatizada e com mediações de código aberto, marcada pela explosão das Tecnologias de Informação e Comunicação (TIC) em todos os contextos da vida humana, inclusive na educação, cresce também o número de problemas relacionados à cópia e ao plágio. Pesquisas internacionais alertam que os alunos estão cada vez mais cedo se especializando na técnica do “copiar e colar”. Para situar o tema do plágio, realizamos levantamento bibliográfico e exploratório da produção acadêmica entre os anos de 2010-2016. O artigo levanta a hipótese de que a falta de informação sobre os processos de pesquisa e responsabilidade na creditação autoral, nos primeiros anos de escolarização, pode ser um dos causadores do plágio e da cópia. Também indica que o estudante contemporâneo ‒ um pesquisador no ciberespaço – deve ser orientado sobre o perigo do plágio e da cópia, e que há lacunas de pesquisas sobre o assunto no ensino fundamental brasileiro, aumentando timidamente a partir do ensino superior, e, por fim, o texto apresenta algumas perspectivas de estudos e pesquisas sobre o assunto.PLAGIARISM IN EDUCATION: reflections around the international and national literatureAbstract: In this highly mediatized era and with open source mediations, marked by the explosion of Information and Communication Technologies (ICT) in every aspect of human life, education included, also grows the number of problems related to copy and plagiarism. International research warns that students are become specializing in the "copy and paste" technique. In order to place the plagiarism discussion in context, was made a bibliographical and exploratory survey of academic production between the years 2010-2016. The article’s hypothesis is that the lack of information about the processes of research and responsibility in author credit in the first years of schooling, can be one of the causes of plagiarism and copying; that the contemporary student ‒ a researcher in cyberspace ‒ must be oriented about the danger of plagiarism and copying; there are gaps in research on the subject in Brazilian basic education, increasing timidly from higher education and, finally, the text presents some perspectives of studies and research on the subject.Keywords: Plagiarism. Research. Copy and paste. Internet.PLAGIO EN LA EDUCACIÓN: reflexiones en torno a la literatura internacional y nacionalResumen: En esta era altamente mediatizada y con mediaciones de código abierto, marcada por la explosión de las Tecnologías de Información y Comunicación (TIC) en todos los contextos de la vida humana, incluso en la educación, crece también el número de problemas relacionados con la copia y el plagio. Las encuestas internacionales advierten que los alumnos están cada vez más temprano se especializando en la técnica del "copiar y pegar". Para situar el tema del plagio, realizamos levantamiento bibliográfico y exploratorio de la producción académica entre los años 2010-2016. El artículo plantea la hipótesis de que la falta de información sobre los procesos de investigación y responsabilidad en la acreditación autoral en los primeros años de escolarización, puede ser uno de los causantes del plagio y de la copia; que el estudiante contemporáneo ‒ un investigador en el ciberespacio ‒ debe ser orientado sobre el peligro del plagio y de la copia; hay lagunas de investigaciones sobre el tema en la enseñanza fundamental brasileña, aumentando tímidamente a partir de la enseñanza superior y, por fin, el texto presenta algunas perspectivas de estudios e investigaciones sobre el tema.Palabras clave: Plagio. Investigación. Copiar y pegar. Internet.

The paper examines models and activities of career services as a measure to support students’ employability in higher education. It presents a comparative study between the University of Florence (Italy) and the University of Lagos (Nigeria). It starts from a meso-level analysis of service models and data based on institutional university reports. In fact, the literature at international level illustrates the relevance of career service organisations in supporting the educational process. The analysis of the models and structures of career service in both institutions has proven that they will help to implement measures to support employability. The common trend, from a future perspective, can be traced in close cooperation with stakeholders. The integration of employers’ points of view as well as the co-planning of training and matching activities represent some of the key elements for creating connections at the higher education level. We can thus state that career services are expanding in scope and method in response to global employment trends and socio-economic, political and technological development.

The Ukraine’s integration in the European and global education area and its implications for the academic mobility processes call for understanding the ways and prospects of modernization of the Ukraine’s strategy on exports of education services, strengthening of its position on the international market of education services, intensification of information efforts abroad aiming to convince potential students in the attractiveness of training in Ukraine and wide perspectives of the Ukrainian higher education. The article contains an analysis of the results from an empirical econometric and socio-psychological study devoted to the problems of academic mobility and education migration of Ukrainian youth and foreigners in Ukraine. A comparative analysis of the data shows that education migration processes have similar parameters for foreign students in Ukraine and Ukrainian abroad. The data on the attractiveness of the Ukrainian education for foreign students are analyzed as part of the study, with identifying the factors with impact on the scopes of student migration. The tendency of the continually increasing interest in higher education in Ukraine, in spite of the difficulties (political and economic) faced by Ukraine, is revealed, which is confirmed by the growing numbers of both foreign students in Ukraine and the higher education institutions in which they study. An analysis of the data shows that the education in Ukraine is the most attractive for post-soviet countries. Also, the numbers of education migrants coming from Africa and Asia, in particular from India, Morocco, Nigeria, Egypt, Israel, Jordan, Turkey, and Ghana, have been stably increasing in 2013–2019. An analysis of interviews reveals that foreign students go to study in Ukraine due to the following motives: the possibility to get high quality education (and return to a home country); low education fees compared with a home country; the optimal “price-quality” ratio etc. It was found out which specialties of the professional training drew special interest of foreign students. It is shown that the flows of education migration of Ukrainian students to other counties tended to intensify in the latest five years. The education migration was growing year-by-year in 2013/14–2017/18. According to the official statistical data on education migration recorded for 2017/2018, the number of Ukrainians taking education course in other countries reached 76181. The most attractive countries for training of Ukrainian youth and the essential factors behind their choice of country for education are defined. The estimated cost of education programs in selected countries that are the most attractive for Ukrainian youth is analyzed as of the academic period 2017/2018. It is found out that the prevailing motives for Ukrainians seeking education in other countries are professional and socio-cultural values: higher quality education; better training conditions; good carrier prospects; learning of foreign languages; learning about other cultures. The conducted studies that included student interviews revealed the reasons for the education migration of Ukrainians: inadequate level of professional training in domestic higher education institutions; problems with future job placement with domestic diplomas; corruption; lack of stability in the country and blurred prospects of change for the better. The conducted study enables to highlight the problematic points of the education migration in Ukraine and outlined the essential steps to reduce the migration flow of Ukrainian youth.

Purpose There are serious implications for adopting inappropriate research strategies and methods, and this is evident in the Built Environment (BE) given the under adoption of qualitative strategies in some countries. Therefore, based on empirical evidence from Nigeria, the purpose of this study is to examine the challenges to and opportunities for establishing Qualitative Approach (QA) to BE research in higher education institutions (HEIs) and to develop an improvement framework for QA. Design/methodology/approach Academics and research students in the BE research of Nigerian HEIs were interviewed and the data analysed thematically. Based on the findings, including recommendations from the respondents, a framework for improving the use of QA in BE research was developed and academics evaluated it for workability. Findings This study reveals that the challenges to QA in BE research include information constraints, socio-cultural issues and the negative attitudes of senior academics to QA. The opportunities include the realisation for a paradigm shift, the characteristics of the socio-cultural context and features of BE and the general potentials of QA. The proposed framework encompasses encouraging and providing a platform for international collaboration between academics in developing and developed countries, and preferential treatment for QA. It also enables regulatory and incentive mechanisms, which will act as drivers. Practical implications This study provides stakeholders in academia with knowledge and a detailed guideline for establishing QA to research in the BE. Originality/value This study provides a country context-based detailed guide for establishing QA in HEIs BE research towards ensuring that research strategies adopted in BE research are fit for purpose, in turn are aligned to addressing problems in the society. There is little or no study of this nature in BE.

The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm

This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.

Welcome to Volume 9(1) of the International Journal for Educational Integrity. This issue is being published just a few months after the International Center for Academic Integrity's Annual Conference in San Antonio, and directly before the Plagiarism Across Europe and Beyond Conference opens in Brno, Czech Republic. Further research and good practice will be shared at the 6th Asia Pacific Conference on Educational Integrity, in Sydney, 2-4 October 2013. It is evident from the increasing depth and maturity of research output that academic integrity as a field of inquiry is well established. This expanded issue is presented thematically, beginning with articles that explore how academic integrity is understood by under graduate and international students,through to papers that report how postgraduate research students develop writing and academic skills, then to an overview of systems for detecting plagiarism when itoccurs, and finally a paper which reports on an initiative which aimed to change institutional practices and build a culture of integrity. Mike Joy and UK colleagues build on their previous research by investigating computing students' understandings of source-code plagiarism via their responses to a series of scenarios. Based on data from 770 students representing 21 higher education institutions, mostly in Europe, Joy et al. not only detail findings which will bevaluable for institutional policy and practice, but provide useful scenarios which can be adapted and used as educational resources. Not surprisingly, a key finding from this work is that "certain types of plagiaristic activity are poorly understood". Stella-Maris Orim and her colleagues from the Impact of Policies for Plagiarism in Higher Education Across Europe Project (led by Irene Glendinning) at Coventry University, use a different approach to explore Nigerian postgraduate students' understandings of plagiarism as they negotiate their new educational environment in the UK. Based on interview data from 18 Nigerian postgraduate students, the authors use the phenomenographic method to develop six categories relating to this student group's understanding of plagiarism. The authors conclude that "Nigerian postgraduate students have an inadequate understanding of plagiarism from their previous institutions". Michelle Vieyra, Denise Strickland and Briana Timmerman extend work previously published in the IJEI by Gilmore et al. (2010). Vieyra and colleagues report on patterns of plagiarised material in science and engineering master's and doctoral theses "in the hope that it will contribute to the growing awareness of the problem of plagiarism in graduate schools as well as provide insight into the causes ofplagiarism". Plagiarised text was found in 28% of the proposals, and in agreement with other research described in this issue, the authors conclude that the plagiarism occurred as a result of lack of familiarity with the requirements of academic writing and conventions. Moving from understanding and preventing plagiarism, US researchers Norman Meuschke and Bela Gipp provide a comprehensive review of plagiarism detection systems with the aim of finding an "approach which automatically detects morestrongly disguised plagiarism, such as paraphrases, translations or idea plagiarism" rather than the more easily identified character-based text comparisons. Having explored the advantages and disadvantages of a range of detection approaches, the authors conclude that to be able to reliably detect paraphrases, translated plagiarism and idea plagiarism requires a novel method, which may need to incorporate crosslingual,citation-based, and intrinsic plagiarism detection approaches. Andrew Garner and Larry Hubbell, from the University of Wyoming, use the case study method to identify three models employed in US colleges and universities toadjudicate academic integrity breaches, specifically plagiarism: the 'student-centered' model, the 'due process' model and the defacto 'classroom manager' model. The authors demonstrate how each of these models provides different incentives tostudents regarding their likelihood to engage in plagiarism, and to staff in terms ofhow they respond to such academic integrity breaches. The final paper brings together the key issues of inquiry in this field, and demonstrates what is arguably the key ingredient for preventing breaches ofacademic integrity: developing and nurturing a culture of integrity. The initiative reported by Patrick Baughan at City University, London aimed to promote better understanding of academic conduct issues amongst staff and students and generate institution-wide culture change. Based on phenomenographic analysis of interviews with eight change agents, known as Educational Development Associates, the author concludes that consideration of cultures and practices in departmental/programme contexts needs to complement central planning approaches to change initiatives. I trust you will enjoy the range of topics explored in this issue. Volume 9(2) will publish the best papers from the Plagiarism Across Europe and Beyond Conference, together with regular reviewed submissions. I welcome feedback via email:tracey.bretag@unisa.edu.au Tracey Bretag, Editor, International Journal for Educational Integrity

Welcome to Volume 4(1) of the International Journal for Educational Integrity. Last year finished in a frenzy of activity at the 3rd Asia-Pacific Conference on Educational Integrity: Creating a Culture of Integrity, held at the University of South Australia, 7-8 December 2007. Professor Cathy Small from Northern Arizona University opened the conference with her thought-provoking presentation, 'The culture of the university: Challenges and implications for academic integrity', based on her undercover year as a college freshman. This was followed by thirty-five papers and workshops, including excellent keynote addresses by Professor Brian Martin from the University of Wollongong, Professor Bob Birrell from Monash University, and Emeritus Professor Robert Crotty from the Ethics Centre of South Australia. The full proceedings are available in CD-Rom by contacting tracey.bretag@unisa.edu.au. The next conference, scheduled for late 2009, will be held at the University of Wollongong in New South Wales, Australia. Further details will be provided in the coming months via this journal and the Asia-Pacific Forum on Educational Integrity. I would like to take this opportunity to welcome members of a newly established Editorial Board of the IJEI: Robert Crotty, Ethics Centre of South Australia; Fiona Duggan, Higher Education Academy JISC Academic Integrity Service, UK; Rebecca Moore Howard, Syracuse University; Brian Martin, University of Wollongong; Helen Marsden, University of Canberra; Don McCabe, Rutgers University; Miguel Roig, St. John's College, New York; and Daniel Wueste, Center for Academic Integrity, Clemson University. The current issue of the journal offers an eclectic mix of international and interdisciplinary insights. Kate Chanock, an Academic Language and Learning (ALL) adviser from La Trobe University in Melbourne, explores survey data which sought to provide an explanation for why many students unwittingly plagiarise. Chanock then shares her own teaching practice as a means of "mediating the gap between students' and lecturers' understandings of the purposes of attribution in scholarly writing". Sue McGowan from the University of South Australia, and Margaret Lightbody from the University of Adelaide, provide insights from Commerce as they make the case for ongoing plagiarism education for English as an additional language (EAL) students. McGowan and Lightbody outline an assignment "specifically developed to assist EAL students in a second-year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline". The final two papers come from African nations, and inevitably overshadow some of the integrity issues confronting Western academics. While this is not the first time that African scholars have submitted work for consideration to the journal, this is the first time that authors, reviewers and editors have worked hand-in-hand, over multiple revisions and submissions, and an extended time period, to ensure that the final work meets international academic publishing standards. We trust that readers will agree that the message being told in both papers is important, and that academics in more privileged institutions have a responsibility to collaborate with our colleagues to ensure that these stories reach a wide audience. Anthony Nwaopara, Anthony Ifebhor and Frank Ohiwerei from Ambrose Alli University Ekpoma in Nigeria, dare to speak out about the shocking breaches of academic integrity occurring everyday in Nigeria. 'Proliferating illiteracy in the universities: A Nigerian perspective' argues that the current crisis in the Nigerian educational system is "contributing to a downward spiral in academic standards, and in particular... to decreasing literacy among Nigerian students". The authors provide a rare inside view of the underfunded Nigerian education system which exists in a broad culture of corruption, and is dominated by examination fraud, violence on campus, sexual harassment and a range of entrenched social problems. One recommendation, among others offered by the authors to ameliorate this situation, is for university authorities, administrators, lecturers, students and parents to maintain a strict code of personal ethics in all educational endeavours. By fortuitous coincidence, this suggestion is taken up by Blessing Chapfika from Masvingo State University, Zimbabwe, in his paper, 'The role of integrity in higher education'. Chapfika maintains that 'virtue ethics' as opposed to rules-based approaches to ethics, plays a crucial role in higher education. Without referring to specific behaviours or cases, Chapfika makes a strong case for the centrality of the key virtue - integrity - for both teachers and learners. I do hope you enjoy the current issue of the International Journal for Educational Integrity, and encourage you to consider submitting a paper for review. The December issue of the journal will be a special issue, guest edited by Dr Fiona Duggan, from the Higher Education Academy JISC Academic Integrity Service in the United Kingdom. Dr Duggan is seeking papers focusing on supporting and promoting academic integrity in European Higher Education Institutions. Please send your submissions directly to her at fhduggan@gmail.com. The submission deadline is 8 September 2008. Other papers not related to the Special Issue, can be submitted to the journal via the automatic tracking system, or directly to me at tracey.bretag@unisa.edu.au. Tracey Bretag, IJEI Editor April 2008 List of reviewers 2007-2008 Bambaccus, Mary. University of South Australia Barthels, Alex. University of Technology, Sydney Cadman, Kate. University of Adelaide Di Matteo, Don. University of South Australia Dick, Martin. RMIT, Melbourne Duggan, Fiona. JISC Advisory Service, U.K. East, Julianne. La Trobe University Foster, Gigi. University of South Australia Harris, Howard. University of South Australia Hastie, Brianne. University of South Australia Higgins-Desbiolles, Freya. University of South Australia Hinton, Leone. Central Queensland University Kennelly, Robert. University of Canberra Li, Laubi. University of South Australia Marsden, Helen. University of Canberra Matthews, Brian. Flinders University Morrow, Margaret. SUNY Plattsburgh, New York, U.S.A. Muller, Robert. Flinders University O’Callaghan, Terry. University of South Australia Palmer, Carolyn. Flinders University Sharman, Jason. Griffith University Smith, Erica. Charles Sturt University Van Hooft, Stan. Deakin University Wache, Dale. University of South Australia Winefield, Tony. University of South Australia.

In the face of increasing evidence of plagiarism in higher education the maintenance of educational integrity relies on the capacity of universities to strengthen their systems for consistent detection of and penalties for deliberate plagiarism, cheating and other fraudulent practices. However, there is a danger that the resolve to do so may be weakened if these systems become overloaded by the detection of a high incidence of unintentional plagiarism. The focus of this paper is on international students for whom English is an additional language (EAL) and whose plagiarism is most easily recognised, as many set out on their degree courses with no experience in a Western academic environment, an unsteady command of English grammar and a relatively limited range of vocabulary. The advice to 'use their own words' in order to avoid accidental plagiarism may be more confusing than helpful for them. This paper proposes that far from trapping students in their existing repertoire of words, the teaching, assessment and feedback advice provided within university courses should explicitly support their students' development of the formal language that is valued in academic writing. It is suggested that the basis for doing so is an understanding of the essential differences between informal, spoken language and the more formal style required in written assignments. An educational approach that successfully removes innocent plagiarists from the disciplinary system could become a means for assuring a university's educational integrity. Keywords: plagiarism, 'own words', spoken and written language, re-usable language, international students, English as an Additional Language (EAL).

AbstractThe article offers analyses of the phenomenon of copying (plagiarism) in higher education. The analyses were based on a quantitative survey using questionnaires, conducted in 2019 at one of the Polish universities. Plagiarism is discussed here both as an element of the learning process and a subject of public practices. The article presents students’ definitions of plagiarism, their strategies for unclear or difficult situations, their experiences with plagiarism and their opinions on how serious and widespread this phenomenon is. Focusing on the non-plagiarism norm, that is the rule that students are not allowed to plagiarize, and in order to redefine it we have determined two strategies adopted by students. The first is withdrawing in fear of making a mistake (omitting the norm), which means not using referencing in unclear situations, e.g. when the data about the source of information are absent. The second is reducing the scope of the norm applicability (limiting the norm), characterized by the fact that there are areas where the non-plagiarism norm must be observed more closely and those where it is not so important, e.g. respondents classify works as credit-level and diploma-level texts, as in the credit-level work they “can” sometimes plagiarize since the detection rate is poor and consequences are not severe. The presented results are particularly significant for interpreting plagiarism in an international context (no uniform definition of plagiarism) and for policies aimed at limiting the scale of the phenomenon (plagiarism detection systems1).

An earlier version of this paper was presented at the 5th International Integrity and Plagiarism Conference, Newcastle-upon-Tyne, UK, July 2012 (Joy, Sinclair, Boyatt, Yau & Cosma 2012). Prevention and detection of plagiarism has formed the basis of much research, but student perceptions on plagiarism are arguably not well understood. This is particularly the case in the computing disciplines. This paper considers two aspects of the student experience: (i) the types of plagiaristic activity that students engage in, and (ii) the specific understanding of what plagiarism means for students who write computer programmes. In a recent study, data were collected from published material (books, published papers, websites), and online formative quizzes and questionnaires used by universities to test student knowledge of what constitutes plagiarism. Facet analysis was used to classify the data into four initial categories (sources, actions, material, extrinsic). Further analysis suggested a refinement to six categories and 23 sub-categories which directly relate to the computing disciplines. In a further study a large-scale online questionnaire was carried out to obtain the perceptions of students on source-code plagiarism. Data were collected from 770 students studying at 21 higher education institutions in the UK and overseas. This study's results suggest that certain types of plagiaristic activity are poorly understood. This paper summarises and compares the results of these two studies and reflects on the implications for educating computing students about how they should avoid plagiarism.

In many Higher Education courses in the UK the ability to write extended academic prose is central to assessment and therefore to student success. One aspect of academic writing which students struggle with is incorporating the work and ideas of others, using appropriate attribution conventions. This can lead them to fall foul of  institutions’ plagiarism policies. Advice on plagiarism often consists of discussions around what is or is not plagiaristic behaviour while advice on attribution has tended to focus on referencing. This paper explores what an academic literacies approach to plagiarism might look like. It discusses and illustrates how an academic literacies approach was used in the design, analysis and application of a small-scale ethnographic research which set out to explore international postgraduate students' understandings of and questions about plagiarism across the disciplines in one UK university. The intention of the research was to use the findings in developing more culturally and context sensitive explanations of our attribution practices.   ÂÂ

Welcome to a Special Issue of the International Journal for Educational Integrity: Best papers from the Plagiarism Across Europe and Beyond Conference, Brno, Czech Republic, 12–13 June 2013. The IJEI acknowledges the generous collaboration and collegial support of the organisers of the conference, particularly Tomas Foltýnek (Conference Convenor) and Irene Glendinning, Project Leader of the Impact of Policies for Plagiarism in Higher Education across Europe Project (IPPHEAE). Selected 'best papers' were submitted to the IJEI for consideration and additional double-blind peer review. As a result of subsequent revisions, the papers in this issue are substantially different from the original versions presented at the Czech conference. We open the issue with an overview and summary of results from the IPPHEAE by Project Leader Irene Glendinning from Coventry University, UK. Funded by the European Commission (2010–2013), the IPPHEAE is possibly the broadest study of academic integrity in Europe ever conducted, with a comparative study of academic integrity policies and procedures in higher education institutions (HEIs) across 27 European Union member states. The project used online questionnaires, student focus groups, structured interviews and analysis of documentary evidence to determine how well institutional procedures were understood, to what extent they were operating as intended and whether there was consistency of outcomes within and between institutions. Almost 5,000 responses were received in 14 different languages. Participants included students (at undergraduate and masters' levels), teaching staff and senior managers. Glendinning presents results from the survey that focused specifically on institutional policies and highlights examples of good practice as well as areas of concern. In keeping with international research from other settings and locations, the IPPHEAE findings indicate that there is no 'one size fits all' approach to academic integrity policy and practice. Each country and indeed each HEI needs to develop a tailored approach according to individual context, and taking into account the maturity of existing policies and systems. IPPHEAE project partners Tomáš Foltýnek and Jirí Rybicka from Mendel University, Czech Republic, and Catherine Demoliou from the University of Nicosia, Cyprus, use data obtained from the project survey to address the question: 'Do students think what teachers think about plagiarism?'. The researchers compare and contrast the overall data on students' and teachers' attitudes to academic writing, their perceptions of plagiarism and plagiarism penalties, and their knowledge of institutional policies/ procedures on plagiarism. Results indicate that there is a discrepancy in understanding between these two key stakeholder groups relating to how students learn about academic integrity, the challenges of academic writing, the causes of student plagiarism, identifying plagiarism, appropriate penalties for plagiarism, and knowledge of institutional policy. The authors contend that teachers' attitudes may require reflection and realignment to ensure they have a better understanding of students' educational needs and perceptions of plagiarism so that appropriate support can be offered. In the third paper, Rui Sousa-Silva from Universidade do Porto, Portugal, uses a forensic linguistics approach to analyse real-life plagiarism cases by higher education students. The author compares suspected plagiarised strings of text against the most likely original text, and demonstrates that strategies other than literal borrowing (wordfor- word text) are being increasingly used by students to plagiarise. Sousa-Silva provides examples to illustrate why existing automated text-matching software may fail to detect these cases of plagiarism. The paper concludes that while text-matching software is able to detect literal, verbatim plagiarism, it should not necessarily be considered a good 'plagiarism detection system' particularly when other strategies are used, such as translation, word substitution or reordering. The author also reminds us of the need for manual analysis by a 'human detector' to ensure that any accusations of plagiarism take into account both the linguistic and educational complexity underlying textual similarities. Finally, Sousa-Silva calls for more research and improvements in computational linguistics and natural language processing to increase the accuracy and reliability of the machine-detection procedure. In addition to the burgeoning international research on student plagiarism, Erja Moore, from Karelia University of Applied Sciences, Finland, suggests that accuracy of referencing might be another useful aspect to explore when examining students' writing practices. Moore analyses both the accuracy of referencing and plagiarism in 91 electronically published theses published in the Finnish Theseus database. In-text citations were compared to references, and in the case of frequent inaccuracy a Google search was used to scrutinise possible plagiarism. The accuracy of referencing was categorised into four classifications: accurate, some inaccuracy, constant inaccuracy and misleading referencing/plagiarism. Moore provides useful examples of inaccuracy, misquoting and plagiarism and also points to 'secondary source plagiarism', which occurs when text with accurate citations and references is copied from the original source and presented as the student's own. The analysis in Moore's study indicated that nearly one third (31%) of theses had major referencing inaccuracies, or referencing which could be categorised as misleading or plagiarised. It is clear from this study that constant inaccuracy and misleading referencing are categories that overlap with plagiarism. The results of Moore's study require careful consideration because they demonstrate that in Finnish higher education theses containing major inaccuracies have been accepted and published. The title of the conference Plagiarism Across Europe and Beyond points to the widespread interest in the topic of plagiarism, well beyond Europe. Robert Craig and David Dalton, from the Petroleum Institute, Abu Dhabi, United Arab Emirates, investigated the perceptions of first-year students concerning the proportion and frequency of cheating among their peers, as well as the main reasons for cheating behaviour. Their findings demonstrated that at the start of the undergraduate programme, three quarters to four fifths of the students viewed copying as serious or very serious, but after only one semester this percentage had dropped considerably for some areas. The data established that there was a clear problem in need of a remedy. The authors provide details of how the Communications Department of the Petroleum Institute facilitated a new, enquiry-based approach which facilitated student engagement, ownership and buy-in and which ultimately had a mitigating effect on copying and plagiarism. The authors make recommendations based on the experiences of their successful programme. In particular, they advocate for crossdepartmental collaboration, a consistent institutional voice on academic integrity, and curriculum based on experiential and enquiry-based learning. Taking the lessons on academic integrity in the UK to countries outside Europe is the central theme in the final paper by Stephen Gow, University of York, UK. Gow's research was based on interviews with ten Mainland Chinese master's students who had studied at a UK university and then returned to work at joint-venture educational institution in Shanghai. Gow examined participants' accounts of plagiarism and compared and contrasted the experience of plagiarism in Chinese and British educational contexts. He anticipated that the study would uncover the extent to which returnee scholars transmit academic integrity and the concept of plagiarism when returning to work in transnational education in China. The findings, using the qualitative methodology of interpretative repertoires, suggest that the participants used UK institutional vocabulary and developed a strict approach to plagiarism and academic integrity during their master's courses and in their subsequent educational careers. Furthermore, the participants in the study were able to "act as linguistic and cultural interpreters, promoting institutional relationships", despite some of the complexities of living, studying and working in two such different cultural and educational environments. Gow suggests that having moved between and adapting to these contexts, with appropriate support these returning Chinese graduates have the potential to act as a cultural bridge for academic integrity within internationalised higher education. I trust you will discover new insights in this Special Issue of the International Journal for Educational Integrity as it provides a broad range of perspectives on academic integrity in the many contexts of Europe, and well beyond. Tracey Bretag, IJEI Editor June 2014

Welcome to the last issue of the IJEI for 2013. It has been an exciting year with numerous conferences and research on academic integrity around the world. Auckland University of Technology kicked off the year with the Fraud, Fakery and Fabrication: Academic and research integrity conference, the International Center for Academic Integrity held their annual conference in San Antonio on 28 February, the National Roundtable and Australian National Speaking Tour for the Exemplary Academic Integrity Project was also held in late February and early March, the 3rd World Conference on Research Integrity was held in Montreal in May, the Plagiarism across Europe and Beyond Conference shared the results of the 'Impact of policies for plagiarism in higher education across Europe' project in Brno, Czech Republic in June, and the 6th Asia Pacific Conference on Educational Integrity showcased the work of Australian Office for Learning and Teaching commissioned projects on academic integrity in Sydney in October. With so much interest and research on this topic across a range of countries and contexts, it is perhaps not surprising that the current issue is an eclectic mix of reflective, conceptual, empirical and case study work from researchers spanning six countries, including the United Arab Emirates, Norway, Australia, Sweden, Indonesia and the UK. The issue covers diverse topics extending from the development of academic skills, to motivations and predictors of student plagiarism, systems to reduce plagiarism and the responsibility of universities to provide marketing information based on ethical principles of honesty and trustworthiness. Student groups represented include secondary school, undergraduate and postgraduate. Radhika Iyer-O'Sullivan, formerly of the British University in Dubai, analyses faculty feedback, samples of student writing and Turnitin Similarity Reports to determine if teaching critical reading as a threshold concept results in critical thinking and subsequently improved critical writing skills. While the sample was small and the results inconclusive, Iyer-O'Sullivan makes the case that teaching critical reading assists students to understand the importance of using supporting evidence to develop a convincing academic argument. Håvard Skaar and Hugo Hammer from Oslo and Akershus University College, Norway use a mixed-methods approach to explore secondary school students' plagiarism of internet sources in essay writing. The survey of 67 students indicated that 75% of students reported plagiarising from online sources and that plagiarism accounted for 25% of the total amount of text. Students with a higher grade in written Norwegian plagiarised less than those with a lower grade, and students more conversant with appropriate citation practices plagiarised less than those students less familiar with referencing conventions. Qualitative feedback from interviews with 29 students indicated that the students wanted to spend as little time and effort as possible on the assessment task and that plagiarism was chosen as a writing strategy, with little reflection on the moral aspects on this decision. In contrast, Rebecca Awdry, from the University of Canberra, and Rick Sarre, from the University of South Australia, found that the university students in their study expressed strong ethical positions in relation to plagiarism, arguing that it was cheating and dishonest. Awdry and Sarre explored students' motivations to plagiarise using a mixed methods approach, and analysed the data through the prism of criminological theory. The authors conclude that while rational choice theory provides some insight into student breaches of academic integrity, there is an apparent disconnect between the way that academics view students' behaviour and how students themselves express their motivations. In agreement with key writers in the field (Bertram Gallant, McCabe, Bretag et al.), Awdry and Sarre conclude that higher education providers should focus less on detection and punishment and more on developing a values-based culture of integrity. Based on a sample of 362 undergraduate psychology students, and in the context of the Indonesian government's position that any form of plagiarism "is a serious offense that may even be classified as an illegal action", Ide Bagus Siaputra, from Universitas Surabaya, explores the proposition that "regardless of the presence or absence of opportunities and the severity of the potential sanctions, some individuals seem to be prone to plagiarism". Siaputra builds on the work of Williams, Nathanson and Paulhus (2010), to propose five variables as predictors of plagiarism, including procrastination, performance, personality, perfectionism, and achievement motivation, and names the model 'the 4PA of plagiarism'. Findings from the author's study indicate that procrastination was the key predictor of plagiarism, followed by achievement motivation. Looking to provide a multi-pronged response to student plagiarism, Ken Larsson and Henrik Hansson from Stockholm University, Sweden share the results of an innovation at their university. The digital system called SciPro was developed to support independent student thesis work, decrease the burden on supervisors for feedback on basic skills, and reduce plagiarism. The system includes a number of modules which facilitate management, communication and learning. According to the authors, SciPro works to prevents plagiarism by providing: 1) clear instructions about rules and regulations for students and supervisors; 2) an online peer-review system; 3) transparent online communication and file storage of accumulated manuscripts; and 4) a final seminar module enabling automatic generation of originality reports from Turnitin when students upload their final thesis manuscripts. Larsson and Hansson report that the implementation of SciPro has resulted in substantial improvements in policy development, successful integration of anti-plagiarism software, and an increased awareness of plagiarism issues. The final paper in the issue reminds us that academic integrity is an issue which underpins every aspect of the educational enterprise and goes well beyond plagiarism in student assessment. Educational psychologist, John Bradley, from the UK, offers a typology of nine misleading data-based marketing claims based on his examination of UK university prospectuses. Bradley's analysis leads him to assert that marketing of higher education should aspire to higher ethical standards than marketing in general because of the high stakes involved for a potentially vulnerable group, and because the reputation of the university is founded on having high standards of scholarship. Rather than rely on external regulators to ensure the authenticity of marketing claims, the author advocates a system of voluntary peer review of university marketing prospectuses based on the principles of research and publication ethics. I trust you will enjoy this varied issue which will interest teachers, researchers, policymakers, administrators and marketers of education, in both secondary and tertiary contexts. Volume 10(1) of the IJEI, to be published in June 2014, will include the best reviewed papers from the Plagiarism Across Europe and Beyond Conference, Czech Republic 2013, along with appropriate papers submitted via the IJEI platform. Tracey Bretag, IJEI Editor Email: tracey.bretag@unisa.edu.au

AbstractAcademic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism. This article examines how international accreditation and quality assurance standards embody academic integrity as a main factor in deciding whether an academic institution should be accredited, and what ranking should an academic institution acquire in a competitive contest for educational excellence. Academic integrity is broadly defined to include, in addition to cheating and plagiarism, compliance with standards of human rights, labor rights, corporate social responsibility, ant-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to address these diverse standards and accommodate diversity and enhance access to education for all without discrimination. Academic institutions should also strictly require the highest standards in teaching and research. This article will discuss the different policies, laws, rules and regulations adopted by Qatar University as a model for incorporating academic integrity, which may be of interest to the international higher education community. This article will ask two main questions; are accrediting institutions asking the right questions to find out whether an academic institution strictly adheres to a policy of academic integrity, and whether policies adopted by academic institutions, Qatar University as a model, are adequate to address various violations of academic integrity.

In Finland, all higher education institutions are committed to following a national policy to deal with suspected violations of good scientific practice. All suspicions of research misconduct are dealt with at the local level in the institution. If “the person alleged of misconduct or the instigator of the allegation” is dissatisfied with the decision, s/he may request a statement from the Finnish National Board on Research Integrity (2012, 36). The system has been claimed to be unique in the world. The responsibility of research misconduct investigations being on local level has led to a situation where the rector of the institution is responsible of the decisions resulting in differencesin local decisions, processes and definitions of plagiarism (Moore 2019). The data for this conference paper consist of 13 statements requested from Finnish National Boardon Research Integrity. All requests of statements dealt with suspicions of plagiarism in students’ Master’s theses. Thematic content analysis is used to typify first the interpretations of plagiarism and the investigation processes in institutions. The main result is that plagiarism is defined or denied on the local level and there is no need to comply with national or international definitionsof plagiarism. The national guidelines can be interpreted in creative ways: administrative and legal rhetoric is used to state that a thesis older than two years is not to be investigated at all, the instigator of the suspicion is not a party in a plagiarism case and therefore documentation of the investigation process can be kept internal. Secondary source plagiarism can be seen as plagiarism,but it can also be accepted as normal thesis writing. The national guidelines are interpreted differently resulting in creative, diverse and unequal interpretations of plagiarism.

Background: Plagiarism is an ethical and academic issue, which is affected by several factors. Objectives: This study is an attempt to introduce a model for elaborating on the causes of plagiarism in Iran. Research design: The study was carried out as a grounded theory study. Participants and research context: Data were collected through in-depth semi-structured interviews with 32 university professors and postgraduate students at Iranian universities of medical sciences. The participants were selected through purposeful and theoretical sampling. Data analysis was done following Strauss et al.’s work. To ensure study rigor, Lincoln and Guba’s measures were used. Ethical considerations: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. Results: A conceptual model of the causes of plagiarism was developed based on analyzing and coding the data. The main core of the model was the emergence of plagiarism, and other cores were (1) causal condition: lack of skills, pressure by education system, and lack of awareness; (2) intervening factors: technological advances, legal gaps, and lack of efficient supervision; (3) ground factors: personal traits and attitudes of the academic community; (4) strategy and interventions: role model, supervision, national/international coordination, and higher awareness; (5) outcomes: regeneration of plagiarism and negative attitudes toward Iranian authors in the world academic communities. Conclusion: Several factors affect plagiarism. Among the approaches to attenuate plagiarism in Iranian academic communities are improving self-esteem and self-efficacy in Iranian researchers, emphasizing on quality rather than quantity of published works, discouraging boasting attitudes in the practitioners, denouncing intense competition among researchers, and introducing clear laws and severe punishments for plagiarism.

I am pleased to introduce the next issue of the International Journal for Educational Integrity. This issue includes revised papers from two key conferences in 2009: the 4th Asia Pacific Conference on Educational Integrity (4APCEI, Wollongong University, Australia), and the Center for Academic Integrity Annual International Conference (Washington University, US), as well as two original papers. The issue is truly international, with authors representing the United States, the Ukraine and Australia. Daniel Wueste, Director of the Rutland Institute for Ethics, and Teddi Fishman, Director of the recently renamed International Center for Academic Integrity, provide a framing piece for the issue, with their paper from 4APCEI which explores the limitations of customer service approaches in higher education. Wueste and Fishman, while acknowledging the seductive appeal of likening students to "customers", particularly as part of the "total quality movement", provide a rigorous critique of this potentially dangerous discourse. The authors demonstrate how education differs quite significantly from commerce and argue that “looking to professional practice for help in understanding the educational enterprise holds considerably more promise than looking to business practice”. Wueste and Fishman are forthright in their assertion that education is based on a reciprocal relationship between teacher and learner (rather than a transaction between vendor and vendee), and that intrinsic to this relationship is a shared commitment to integrity. Following on from Wueste's and Fishman's call for a re-articulation of values in higher education, are two papers from the CAI conference. Joanna Gilmore, Denise Strickland, Briana Timmerman, Michelle Maher (all from the University of South Carolina) and David Feldon (University of Virginia), investigate plagiarism by graduate students. Working with a sample of 113 masters and doctoral students from three university sites, representing technology, engineering, mathematics, or mathematics or science education, the researchers examined students' research proposals and conducted semi-structured interviews. Their key finding was that while plagiarism was a prevalent issue (almost 40% of the proposals contained notable plagiarism), this appeared to be largely unintentional due to a lack of disciplinary enculturation. Notably, this lack of disciplinary enculturation was further compounded for English as a Second Language (ESL) students at the pre-proposal stage, who also had to grapple with cultural differences, English language issues and a variety of other factors. William Hanson from Anderson University in California uses grounded theory and graph theory based analysis to create a "faculty ethics logic model" based on his research at a small, religiously affiliated university. Hanson sought to operationalise participant realities of the primary forces that drive teaching or resolving ethics issues and discovered that informal elements, rather than formal institutional influence, played a major role in response strategies. In particular, faculty members used existing knowledge, resources/artefacts, goals and beliefs and their actions were shaped by work group influence and collective norms within a Christian framework. Hanson concluded that ethics policy “cannot be wholly forced upon its members… informal institutional principles originate from faculty” and that teachers "must be considered as primary change agents in ethics reform..." This research has important implications in the context of academic integrity, pointing as it does to the central, although often informal role of teachers in nurturing and promoting academic integrity on campus. Jason Stephens (University of Connecticut), Volodymyr Romakin (Petro Mohyla State University, Ukraine) and Mariya Yukhymenko (University of Connecticut) extend previous studies which have compared cheating behaviours of US undergraduate students with students from other cultures, by investigating academic motivation and misconduct by Ukrainian students. Based on a self-report survey with a sample of 189 students from each country, their study investigated the differences between US and Ukrainian students' task value, goal orientations, moral beliefs and cheating behaviours. Significant differences between the two groups were found, most notably that Ukrainian students reported lower judgements about the wrongfulness of cheating behaviours, and correspondingly higher levels of engagement in cheating behaviour. In particular, academic task value was a significant predictor of cheating beliefs and behaviours for the Ukrainian students: the more useful and interesting the course was perceived to be, the less likely the Ukrainian students were to cheat - a finding which has clear implications for all educators, but particularly those working with Ukrainian students. The final paper by Australian authors, Robert Kennelly, Anna Maldoni and Doug Davis (University of Canberra) provides appropriate closure to this issue. While Wueste and Fishman opened the issue by exhorting us to re-examine the value and purpose of higher education, Kennelly et al. do just that by reminding readers that educational integrity requires more than a pledge from students not to cheat. All stakeholders, from those at the highest administrative level, to those instructors teaching occasional tutorials, need to be deeply committed to the learning needs of the diverse classroom. International EAL (English as an Additional Language) students in Australian universities have long carried the burden associated with the customer service model of higher education critiqued by Wueste and Fishman. International EAL students pay high tuition fees, have additional expenses and responsibilities to fulfil English language requirements (in most Australian universities, a minimum International English Language Test Score (IELTS) of 6.00 for undergraduate entry), and in many instances, find at arrival that this IELTS score is inadequate for the level of oral and written communication required. Furthermore, with decreasing government funding and the demise of student unions, the level of on-campus services has gradually declined, so that students not only struggle with their academic load, they are often lonely and isolated. The discipline-based approach to academic and language development trialled, evaluated and recommended by Kennelly et al. goes some way to addressing the academic needs of this group of students. Using data from six consecutive semesters, the authors provide compelling evidence that team-taught, disciplined-based support programs have the potential to improve international EAL students' competence in academic and critical literacy skills, while simultaneously building English language proficiency. I trust you will enjoy this issue of the International Journal for Educational Integrity, and invite you to submit manuscripts for review for Volume 7(1), to be published in mid-2011. Volume 6(2) is being guest edited by Chris Moore and Ruth Walker, on the topic of 'digital technologies and educational integrity' and is due to be published in December this year. Tracey Bretag, IJEI Editor tracey.bretag@unisa.edu.au

Abstract Background Exposure to adverse childhood experiences (ACEs) constitutes public health problems linked to adverse mental outcomes such as psychological distress during adulthood. This study examines the prevalence of ACEs and psychological distress and explores the association between ACEs and psychological distress and demographic factors among young adults. Methods We conducted a cross-sectional study of 330 students from May 2018 to July 2018. The participants completed the Adverse Childhood Experiences International Questionnaire (ACE-IQ), Kessler Psychological Distress Scale (K10), and the sociodemographic profile scale. We used descriptive statistics to describe the prevalence of ACEs and psychological distress in our sample. After adjusting for the demographic covariates, ACEs’ association with psychological distress was determined using binary and multivariate logistic regressions. Results A total of 203 students with a mean age of 20.76 ± 2.73 years completed the study. The total mean ACE score was 4.58 ± 1.59, and the total mean psychological distress score was 20.76 ± 6.31. Most of the participants (86.7%) experienced ACEs, 14.8% reported experiencing one ACE, 30.5% reported experiencing 2–3 ACEs, and 41.3% reported experiencing 4+ ACEs. Further, about 85% of the youth have experienced at least one form of sexual abuse during childhood, and females reported a higher number of ACEs than males. Sexual abuse (OR = 2.36; 95% CI: 2.36, 7.65), physical neglect (OR = 2.87; 95% CI: 1.57, 5.31), overall ACE exposure (OR = 6.66; 95% CI: 2.41, 18.42), having 1 ACE (OR = 4.40; 95% CI: 1.32, 14.70), having 2–3 ACEs (OR = 4.13; 95% CI: 1.39, 12.29), and having 4+ (OR = 11.67; 95% CI: 3.95, 34.45) were significantly associated with psychological distress. Conclusions ACEs are prevalent among young adults and are associated with psychological distress in adulthood. Furthermore, parental factors are associated with ACEs and psychological distress. Thus, implementation of school, community-and facility-based routine mental health screening programs is essential for prompt identification, prevention, and treatment of youth with childhood adversities and poor mental health outcomes.

Integrity is fundamental to everyone involved in education – students, parents, teachers, lecturers, administrators and future employers, as well as the general public. It is hardly surprising therefore, that research on educational integrity continues to gather momentum, as evidenced by the growing number of conferences and seminars on this subject around the world. I am very pleased to report that while student cheating and plagiarism continue to be topics of interest, practitioners and researchers are also exploring the broader, social context and the changing, globalised and increasingly commercialised nature of education itself. The current issue of the International Journal for Educational Integrity is introduced by William Astore's Plenary Address from the Annual International Center for Academic Integrity Conference, held at Washington University in St Louis, Illinois in October this year. Astore spoke boldly to conference delegates of the 'wider dimensions of academic integrity', using anecdotes from his own experience as a military instructor at the Air Force Academy in Colorado Springs, and as a history professor at the Pennsylvania College of Technology. He convincingly argued that systemic breaches of integrity are far more harmful than individual lapses such as student cheating because they compromise the institution as a whole. In his Address, Astore was openly critical of the marketisation of higher education, a topic which was also explored at the 4th Asia-Pacific Conference on Educational Integrity: Creating an Inclusive Approach, held in September at the University of Wollongong in NSW, Australia. The four best refereed papers from the Asia-Pacific Conference are included in this issue of the IJEI. Kim awyer from the University of Melbourne, and Jackie Johnson and Mark Holub from the University of Western ustralia, provide a candid analysis of the decline in academic standards and integrity in Australian higher education. This paper provides a thorough overview of recent changes in Australian higher education. As Richard Davis commented in his review, "Critics of the modern university face an uphill task. Accused of advocating old, inefficient ways and lamenting a decadent past, they are easily silenced by self-satisfied colleagues enjoying their large research grants and consultancies. Some critics can do little more than condemn local personalities. All would be well if the vice-chancellor was less authoritarian or the university council less mean in its refusal of salary increases. The strength of the current paper lies in its remorseless analysis of the system which developed inexorably from the government's determination to educate more students while cutting its higher education costs. The 'new' corporate market-based university replaced the 'old' university dedicated to the ideals of free enquiry and education as an end in itself". Moving from the broad educational context to specific practices, the next four papers in this issue investigate issues of learning, teaching, assessment and adjudication. Clair Hughes from the University of Queensland addresses an apparent shortfall in Australian universities' implementation of 'Graduate Attributes' (GA), including the GA relating to ethical conduct. Hughes maintains that to authentically operationalise GAs, much more is needed than simply mapping specific attributes against existing programs and courses. Hughes argues for a whole of programme approach, the explicit inclusion of ethics in course teaching and assessment plans, and provides specific examples of how this may be achieved. Jon Yorke, Kathryn Lawson and Graham McMahon from Curtin University of Technology in Western Australia, ask how those who adjudicate breaches of academic integrity can reliably determine 'intent' in cases of plagiarism. The authors draw on a desktop study of institutional policies and procedures in 20 universities from Australia, US, Singapore, Hong Kong, India and the UK to analyse the way that 'intent' is defined and determined. Their findings indicate that despite the espoused significance of 'intent' in determining outcomes for alleged academic misconduct in many policies, there is inconsistency in the way that it is treated. The authors provide a preliminary series of 'probability factors' which might be used to determine 'intent' and call for further research in this little explored aspect of academic integrity. Grace McCarthy and Ann Rogerson from the University of Wollongong in NSW, Australia, share the results of a trial at the Sydney Business School where 61 international students were encouraged to use 'originality reports' provided by the software program Turnitin to assess the originality of their own work and thus avoid inadvertent plagiarism. In conjunction with hands-on support from teaching staff, students were permitted to submit as many drafts as necessary to Turnitin, with the result that all final submissions had a text match of 5% or less. As a consequence of the positive results of the trial, the use of Turnitin as a drafting mechanism, coupled with an extensive program of embedded support and supplementary workshops, has now been mandated for all subjects. The authors share further qualitative and quantitative data to support their thesis that "the use of text-matching software can be a powerful aid to help students improve their writing and to help academic staff identify potential plagiarism". The final paper in this issue is the only one not previously presented at one of the international conferences on academic integrity held during 2009. Mary Davis and Jude Carroll from Oxford Brookes University, using data collected over three years from cohorts of international students in the UK, also explore the role of text-matching software in plagiarism education, with a focus on the importance of formative feedback through tutorial intervention. As one part of an overall educative approach, students worked hand in hand with their tutors to read and interpret the Originality Reports of ungraded drafts of assignments prior to final submission. Students were also surveyed at the end of the module to ascertain their perceptions of the value of using Turnitin in this way. The data indicated that the approach taken at Oxford Brookes University resulted in reductions in the amount of plagiarism, over-reliance on sources, citations errors and insufficient paraphrasing. This study provides an example of best practice in the educational use of text-matching software and provides a potential counter to those who are concerned that the sole function of such software is to police and punish students. I hope that you enjoy this issue of the International Journal for Educational Integrity, and invite you to submit a paper for review directly to me at tracey.bretag@unisa.edu.au or respond to the Call for Papers for Volume 6(2) below. Tracey Bretag, IJEI Editor December 2009 Call for papers, Volume 6(2) 2010 Special issue of IJEI on 'digital technologies and educational integrity' Edited by Chris Moore and Ruth Walker This special issue seeks articles that address the impact of digital technologies on educational integrity. Many different terms have emerged in an attempt to capture the shifting terrain of media and users in various networked environments: 'social', 'participatory', 'user-generated' or simply 'new' media. Common to the online and interactive spaces of Web2.0 is the challenge of technologies and practices that are capable of changing the way we teach, learn, and share knowledge. How can we best engage and support students and colleagues coming to terms with the dynamics of these technologies and the development of new literacies? We are particularly interested in innovative research from scholars in cultural and media studies and/or the scholarship of teaching and learning, and welcome interest from the other disciplinary researchers, who might consider a broad range of questions about digital technologies that critically unpack the conversation about education integrity that goes beyond preoccupation with plagiarism and research ethics. Critical voices of concern, examples of best practice and consideration of the perceived impact of digital technology on institutional boundaries are keenly sought as is research exploring the collaborative approaches to social and participatory media that challenge conceptions about authorial identity and scholarly writing practices. Research examining the development of new literacies that celebrate the appropriation, adaptation and transformation of source material would fit well within the scope of this special issue. Abstract due date: 31 March 2010 Full paper deadline: 1 July 2010 Special issue release date: December 2010 Send all enquiries and 500 word abstract to the guest editors at ruth_walker@uow.edu.au With thanks to our reviewers in 2009: Kate Andre, University of South Australia Peter Bowden, University of Sydney Kylie Brass, University of Western Sydney Deborah Churchman, University of South Australia Geoffrey Crisp, University of Adelaide Richard Davis, University of Tasmania John Dearn, Australian National University Fiona Duggan Lawrence B. Ebert Teddi Fishman, Clemson University Neera Handa, University of Western Sydney Beverley Kokkin, University of South Australia Margaret Lightbody, University of Adelaide Nancy Matchett, University of Colorado Paul Moore, University of Wollongong Gerry Mullins, University of Adelaide Nicholas Proctor, University of South Australia Wendy Sutherland-Smith, Monash University Daniel Wueste, Clemson University

Librarians and writing tutors in higher education are working intensely to teach information literacy to students. But the extent to which this work is done collaborative or separately differs greatly between the universities. •How can we facilitate collaborative learning on questions regarding the teaching of academic information literacy? •How do we relate this teaching to various national and international frameworks and guidelines? •How do we find new ways and methods for writing tutors and librarians to work together? •Is it possible to create a platform to facilitate the exchange of ideas and tools? These are some of the questions that led us to start this project: to develop an open web course on student learning of information literacy in higher education. But instead of targeting students in higher education the target group for this course is librarians and writing tutors at Swedish universities. The project is funded by the Swedish library Association.The purpose of the course is to: •Place information literacy in an academic context, where academic writing is included together with information seeking, referencing, plagiarism etc. •Develop national cooperation on issues related to the teaching of information literacy and academic writing •To facilitate online peer learning between collegues on issues related to teaching information literacy and academic writing •Develop a platform for sharing experiences regarding tools and methods The participants will get the opportunity to participate in workshops and PBL-inspired group work on themes regarding the teaching of information literacy in higher education. In this way we hope to facilitate a creative and collaborative learning environment. The first iteration of the course will take place April-May 2021. This presentation will be about the development of the course and what we have learned so far.

I am pleased to welcome readers to Volume 8(1) of the International Journal for Educational Integrity. Academic integrity has been in the headlines in Australia this year, with the national Office for Learning and Teaching (OLT) calling for commissioned projects on academic integrity for the first time. The last issue of the IJEI included refereed papers from the 5th Asia Pacific Conference on Educational Integrity (Perth, Australia) and highlighted the work of an Australian Learning and Teaching Council (ALTC) funded project, Australian academic integrity standards: Aligning policy and practice in Australian universities. The preliminary results of that project have resulted in the OLT providing $299,000 for an additional 12 month project entitled, Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector. The new project will begin in December 2012, and aims to extend and embed the five core elements of exemplary academic integrity policy identified by the ALTC project– access, approach, responsibility, detail and support – across the Australian higher education sector. Central to these elements is a commitment by providers to fostering a culture of academic integrity. As support is crucial to enact exemplary policy, the OLT project will develop resources accessible to both public and private higher education providers to embed these elements. Two critical areas identified by the ALTC project will be addressed in the new project. First, support systems will be developed for vulnerable student groups including international English as an Additional Language (EAL) students, and educationally "less prepared" students who struggle to understand the concept of academic integrity without assistance. Second, the lessons about exemplary academic integrity policy and support frameworks will be extended to include higher degree by research (HDR) students. It is apparent that policy makers at the highest levels, and across the various education sectors, are beginning to put academic integrity at the centre of teaching and learning. This, of course, is excellent news for all of us working in this important field. The current issue of the journal, like every issue published to date, includes commentary, research and recommendations for good practice from around the globe. The issue opens with an invited piece by Eric Duff Wrobbel from Southern Illinois University in the USA, which many of our North American readers may recall was in the news for, of all things, plagiarising the definition of plagiarism in their new plagiarism policy! Wrobbel takes a light-hearted approach to responding to the scandal, and conducts three informal studies which he shares with our readers. Of interest to Australian researchers on the ALTC project who are currently grappling with definitions of academic integrity, Wrobbel conducted a workshop with colleagues to come up with an original definition of plagiarism and found the task to be almost impossible. I think you will find Wrobbel's contribution both engaging and informative. Steve Williams, Margaret Tanner, Jim Beard and Georgia Hale, all from the University of Arkansas, USA, provide the first refereed paper in this issue. Williams and colleagues conducted a survey of 46 faculty members and 562 undergraduates. They found that 74% of faculty members believed academic misconduct had recently occurred in their classes, and this paralleled the 67% of undergraduates who admitted to academic misconduct in the past year. Not surprisingly, those students who admitted to having cheated viewed cheating as being significantly less serious than those who had not cheated. Williams et al provide some useful recommendations for addressing academic integrity issues on campus which are well supported by other researchers and practitioners working in this area. Lucia Zivcakova, Eileen Wood, Mark Baetz and Domenica De Pasquale, all from Wilfrid Laurier University in Canada, also explored university teaching staff perceptions of academic integrity. The authors used an innovative methodology of interviewing staff following their observation of their students engaged in a 45-minute interactive presentation on academic integrity. They then conducted a qualitative analysis of faculty members' perceptions, beliefs and instructional concerns regarding academic integrity in their classrooms. Key findings from the analysis suggest that faculty members perceived themselves to be confident in their own understanding of what constitutes academic integrity; however, there were inconsistencies regarding whether their students had the requisite knowledge to make appropriate decisions. Only half of the faculty found that the presentation content enhanced their own knowledge of academic integrity. Faculty identified several methods they use to safeguard against academic misconduct, and identified the importance of both faculty and the institution providing a consistent and clear model to promote academic integrity in students. The final two refereed papers in this issue come from the United Kingdom. Neil Wellman and Julian Fallon (Cardiff Metropolitan University) report the preliminary findings of an action research project designed to address academic misconduct amongst postgraduate students in an international MBA programme. A two-pronged approach was implemented, beginning with a zero-tolerance policy requiring that all MBA assignments be submitted to the Turnitin text matching software and penalties resulting from any identified misconduct be widely publicised. The second, crucial element of the approach was a strengthening of the induction and study skills elements of the programme. In keeping with generally agreed best practice, the authors conclude that the dual strategy of prevention and cure was effective, resulting in an overall reduction in the rate of academic misconduct. Sharon McCulloch from Lancaster University provides the final paper in the issue. McCulloch makes the compelling case that although much of the research into source use by international students has tended to focus on issues of plagiarism, there has recently been recognition that their difficulties may be more pedagogical than moral. McCulloch reports on a small case study involving a group of Japanese postgraduate students. Analysis of five Pre-Master's dissertations written by these students, as well as interviews conducted with the writers, revealed that they varied in their ability to handle source material effectively. In many cases, their use of source material appeared to be symptomatic of weak authorial stance and apparent lack of a clear argument. Based on these findings, the study concludes with the recommendation that instruction on the use of source material focus to a greater extent on its rhetorical function in constructing knowledge. All the papers in this issue aim to share research findings with the clear intention of improving practice in all levels of the educative process, beginning with undergraduate students and extending to postgraduate scholars and teaching staff. I trust you will enjoy reading these articles and sharing the lessons with your colleagues. Tracey Bretag, Editor.

Purpose The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes towards behaviour [ATB], subjective norms [SN] and perceived behavioural control [PBC]) and the entrepreneurial intentions (EIs) of hospitality management students. Design/methodology/approach This study adopted a quantitative approach. A self-reported questionnaire was used to collect data from a randomly selected sample of 126 hospitality management students from two federal polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling was performed using SmartPLS software. Findings The results indicated that ATB and PBC had significantly positive links with EIs. The link between SN and EIs was only positive but not statistically significant. Further analysis showed that self-confidence had a significantly positive link with EIs and mediated the relationships between ATB and EIs and between PBC and EIs. Practical implications The findings have policy and practical implications for governments, policymakers and administrators of higher education institutions in Nigeria and other countries. Originality/value To the author’s best knowledge, this is the first study to provide empirical evidence of the mediating effect of self-confidence on the relationship between the TPB constructs and students’ EIs. Theoretically, the findings of this study lend credence to the applicability of the TPB in predicting students’ EIs across different contexts. More importantly, this study has modified the TPB by demonstrating that the effectiveness of the TPB constructs in influencing EIs depends on the degree of self-confidence that prospective entrepreneurs possess.

Aim: This paper examined a comparative assessment of teacher’s forecast and actual grades obtained by students who sat for Cambridge AS and A-Level International Examinations in an Advanced Level School, Ibadan, Oyo State, Nigeria for five (5) consecutive years. Study Design: The teacher’s mark book which documented the forecasted grades for Physics in Cambridge AS and A-Level International Examinations from the year 2014 to 2018 was consulted and compared with the actual grades obtained by students over the same period. Methodology: Two hundred and thirty-five (235) students’ results constitute the sampled population. Ahead of the time of final Cambridge International Examinations (CIE), some students who had withdrawn from the school system due to the fact that they are dead, terribly sick or gained admission into other higher institutions of learning and did not have their names on the CIE result broadsheets were disqualified from being part of the sampled population. This enabled the researchers to accurately compared the forecast grades of students who sat for CIE with the grades that they actually obtained. Shapiro-Wilk test of normality was carried out and the P-value was above 0.05 level of significance, as this shows that the data was parametric. SPSS version 23 was thereafter used to analyze the data and the hypothesis was tested using paired sample T-tests. Results: There is no significant difference between Physics teacher’s forecast grades and the actual grades obtained by students in Cambridge Advanced AS and A-Level International Examinations for 5 years (2014 – 2018) as the teacher’s forecast grades for the last 7 examination series were accurate at P < 0.05 level of significance. The P –values; (0.083, 0.235, 0.260, 0.802, 0.328, 0.110 and 0.990) were above 0.05 significant level. Conclusion: Findings from our study showed that there is no significant difference between Physics teacher’s forecast and the actual grades obtained by the students in the Cambridge Assessment International Education for October/November 2015, May/June 2016, October/November 2016, May/June 2017, October/November 2017, May/June 2018 as well as October/November 2018 examination series.

As 2008 draws to a close, I am pleased to publish Volume 4(2) of the International Journal for Educational Integrity. Having attended the 3rd International Plagiarism Conference at Northumbria University in the UK in June, and recently joined the Advisory Board of the Center for Academic Integrity in the USA, I have gained the sense that there is increasing global interest in the broad field of educational integrity. In parallel with that interest has been an increased number of submissions to the IJEI, and an overall improvement in the quality of those submissions. I am delighted to report that the International Journal for Educational Integrity has been assessed by the European Science Foundation (Standing Committee for the Humanities) as a category 'B' in the ERIH Initial List for 'Pedagogical and Educational Research', and is currently being considered for a change of category to 'A', for confirmation in early 2009. The Asia-Pacific Forum on Educational Integrity (http://apfei.edu.au), the organisation which publishes the IJEI, is currently seeking members, both institutional and individual. Benefits of membership include: Access to the APFEI website and discussion list; Opportunities to contribute to the APFEI wiki/respository of resources; Discounted individual membership; Collaboration with the Center for Academic Integrity (Clemson University, USA, and plagarismadvice.org (Northumbria University, UK); 15% discount on bi-annual APFEI conference registration to all delegates with individual or institutional membership; Networking opportunities with key researchers in the field, including mentoring to publish in the IJEI; Reputational benefit in being associated with the first organisation in the region specifically devoted to issues of educational integrity; and Access to key researchers/speakers/professional developers to conduct seminars and training. The membership application form follows this Editorial. As in previous issues, Volume 4(2) brings together a range of scholars from around the world, each offering a unique perspective on the topic. Kay Fielden and Donald Joyce from Unitec in New Zealand, set the scene by offering an analysis of 125 papers on academic integrity by Australasian authors, published since 1998. Fielden and Joyce use a multi-stakeholder, multi-level theoretical framework to demonstrate that there was a dominant positivist mindset adopted by the authors in the sample, and that academic staff researchers provide the dominant stakeholder view, most often about student behaviour. It is perhaps not surprising, therefore, that the other three papers in the issue are all written by academic researchers and all deal with student behaviour. Amanda Maxwell, Guy Curtis and Lucia Vardanega from the University of Western Sydney in Australia, investigate the perceived seriousness and understanding of plagiarism by local and Asian international students studying at two Australian universities. Based on a sample of 267 undergraduate students from varying disciplinary backgrounds, and using self-report questionnaires, the study challenges commonly held assumptions about cultural differences. No distinction was found between the two groups in terms of perceived seriousness and understanding of plagiarism. This study confirms the findings from other research which indicates that most students demonstrate some difficulty understanding what constitutes plagiarism, and that an educative framework is needed for all students, regardless of cultural or linguistic background. Vidar Gynnild, from the Norwegian University of Science and Technology, and Patricia Gotschalk, from Michigan Technological University in Houghton, report on an institutional study of academic integrity based on reported incidents from 2001-2006, and a campus-wide survey administered in 2008. Although the findings demonstrated that academic dishonesty was widespread, 40% of the academic staff who responded to the survey stated that they had taken no steps to address a suspected breach of academic integrity, due to insufficient proof. Other key findings relating to student breaches of academic integrity indicated that there are cultural and gender differences, as well as differences between schools (disciplines) and levels of study. International students were over-represented in integrity charges, and the most frequent offence generally was collusion. Like many other researchers in the field, Gynnild and Gotschalk conclude that a holistic approach which balances the “punitive and educational aspects of policies” is both the challenge and the goal. The issue concludes with an insightful piece by Sarah Roberts-Cady from Fort Lewis College in Colorado. Roberts-Cady makes the case that while most colleges and universities have adopted two main strategies to address academic integrity – behaviour modification and character development – what is also needed is a program of instruction which teaches students to think critically about values. Roberts - Cady asserts that critical thinking is not only an important element of rationality, but integral to being a morally responsible person. Given the emphasis on critical thinking in higher education, Roberts-Cady concludes that "critical thinking about honesty" is where we need to direct our attention in our daily efforts to address issues of academic integrity. I trust you enjoy the current issue of the International Journal for Educational Integrity and encourage you to submit a paper for review, either through the automatic tracking system, or directly to me at tracey.bretag@unisa.edu.au. The next issue is scheduled to be published in April/May 2009. Tracey Bretag, Editor Reviewers for this issue: Patrick Baughan, City University, UK Mark Brimble, Griffith University, Australia Kate Chanock, La Trobe University, Australia Kathleen Gray, University of Melbourne, Australia Margaret Green, University of South Australia Heather Hancock, University of South Australia Sue Knight, University of South Australia Martin Lipscombe, University of the West of England, UK Helen Marsden, University of Canberra, Australia Stephen Marshall, Victorian University of Wellington, NZ

Plagiarism is wonderfully productive. It has spawned reams of policy documents, countless ‘model essay’ Web sites selling prefab or custom-written ‘examples’ of coursework, not to mention the database software used by universities to catch their clients and anyone else whose work presents a recurrence of a previously-seen paragraph, page or whole essay. That is not all. Plagiarism hearings at schools up and down the international educational hierarchy are a veritable job-creation scheme in themselves, now that every student’s first port of call when setting out on a research journey is Google, not the nearest library. Spare a thought for the futility of these endless exercises in the means of correct training: The accused sits in front of a presiding teacher (who sometimes is the accuser, sometimes not) with one or two other faculty who act as witnesses, jury or judges, depending on the system at hand. Of course, I can’t be specific about the hearings I’ve attended, but they tend to be dismally identical: The accusation is made, the consequences listed, the evidence presented and then the accused may offer explanations, mitigating circumstances, and other arguments in his/her defence. In these circumstances, the role of plagiarist is usually performed in the voice of one of three stock-characters: The unrepentant (‘OK, you caught me, so what? Do what you like.’), the complicit (‘This is so unfair! Everybody does it.’), and the ignorant (‘I didn’t know you weren’t supposed to!’). All of them are treated as sinners, but if plagiarism is a sin, what is the temptation? Those plagiarists meeting their fate at colleges and universities across the wired world, and all the others who are getting away with it, have been tempted to dip into texts that are freely or commercially accessible online, and to snatch snippets or whole chunks of those texts to present as their own. Why? The simplest answer is the desire to complete an assignment with the least effort. However, it won’t suffice to stop there and join the inquisitors. Lazy students existed long before Web pages and search engines were invented. There is something more happening here, and it has to do with the cultural transformation of the practice of writing. Student writers are faced with a wealth of material that is, if not authorless, then at least free of the ubiquitous authorial branding of conventional publishing. This is particularly true of scholarly material, often publicly funded, sponsored by grants, and made accessible on Web sites like M/C Journal. Alternatively, there exist various ‘open source’ writing projects taking place online, in weblogs (written by individuals or teams) and collectively produced ‘wikis‘. The Wikipedia is a good example of this kind of communitarian writing project. It’s an encyclopedia which the users can modify, regulated by the corrections and changes that other users make to the previous versions of an entry. It is a text constantly subjected to new updates, add-ons and hyperlinks. This variability is characteristic of all ‘new media objects’ (Manovich 36-40), and for writing it means that the draft-stage is never over – there are only successive versions. ‘But what about reliability, the authority of the sources?’ ask the scholarly-minded among us, myself included. Excepting peer-reviewed online journals, what guarantees do we have that the material our students are referencing or copy/pasting is worth the server-space it was stored on? For that, there is a tantalising answer; namely, another kind of authority which springs from the inherent inequality of Web links. We can illustrate this by the seemingly egalitarian practice of blogging. Anyone can start a weblog, and put their (and others’) work out into the online commons. Blogs contain not just text, but also images, audio, and music – they are highly flexible media platforms. Their content is free to see, hear, copy, even tinker with (or ‘version’), so long as the user links back to the original site. The link is the crucial reward, indicating that someone thinks this site worthy of attention. This is why blogs and other avenues of open source intellectual work are seemingly egalitarian. Linkage is the currency of all online content, and the organising principle of its hierarchy: The more links to a site, the greater its authority. Google does this for web pages in general, by cataloguing them and organising search query results by the number of links to the relevant websites. In a more specific way Technorati does the same thing for weblogs, measuring the ‘authority’ of a blog by how many others link to it. Finally, Blogshares.com takes the link-currency analogy all the way, operating a market for trading ‘shares’ in blogs. The valuation of each blog depends on the combined value of incoming links, which means that if I get linked by a particularly popular blog my stock goes up. In other words, there is a great deal of prestige or social capital to be gained by putting one’s work out into the online commons if – and this is a big if – it eventually gets noticed, cited, copied, distributed, engaged with, and linked. Linkage is currency because it represents a scarce resource, the attention of people. The low opportunity cost of starting a blog and the large number of bloggers make for a highly competitive environment, if a blogger’s objective is to get noticed. Jason Kottke has provided a concise illustration of this in a short article titled ‘Weblogs and Power Laws‘, which also contains a useful list of links (what else?) to further reading. Of course, counting citations has been a commonplace measure of a scholar’s authority for a long time, but when practiced on the Web in the form of linkage the old objection to citation-statistics is still pertinent: Just because someone gets cited does not mean the citations are favourable, and it doesn’t measure the quality of the scholarship. But it does measure the ability to gain and hold the attention of readers; the ‘stickiness’ (Gladwell 89-91) of a Web site, an author, or a piece of software is what counts. This is the media-situation in which students find themselves tempted. Plagiarism, far from being some sort of Internet-borne plague on the house of education, is a symptom of an emerging mode of reading and writing as usage – as participation in the creation of a social network of texts (e.g., blogrolls, comments-sections and social bookmarks sites like del.icio.us). Learners are easily baffled by linkage. They wander between Web sites, they browse, and sometimes they copy/paste material together. And sometimes they get caught. In other words, they need to be trained to take charge of their reading, processing and writing. The pedagogical challenge is to help students to participate in all of this. If our students can easily copy/paste out of the commons of the Web, and in a pinch buy an ‘example’ to pass off as their own, are not all summative essays and term papers now suspect? Furthermore, if this means the practice of basing a student’s mark on whatever product is handed in at the end of a course is now doomed to sink under the weight of endless plagiarism hearings, then that’s good news. At least it’s good news for those of us convinced that higher education is not about depositing information in the brains of our students, but rather to help them master the necessary information-skills; that is, to collect, assess, and utilise information on their own, and to integrate it into their practice. Learning to write is a lifelong process of finding one’s own voice, wrestling with the structural constraints of the sentence, the paragraph and the form. The way to spot a plagiarist is to notice the style, but style goes beyond words. It is the signature of independent thinking, of a successfully educated person who has passed beyond mere competence in a set of skills to creatively master them by means of apprenticeship, imitation and experimentation (Dreyfus 32-49). To put this in more concrete terms, encouraging continuous process over product is a feasible tactic to discourage plagiarism and the purchase of prefab essays online, because it forces the would-be plagiarist to reverse-engineer an outline, rough draft and other precursors to the final draft. When process matters, plagiarism becomes more trouble than it is worth. This tactic belongs to a larger strategy: What is at stake here is more than simply discouraging cheating; rather, there is now an opportunity to reassert the specific values of the humanities against the ubiquitous utilitarian reduction of higher education to mere knowledge-transfer, skills-training and the granting of credentials which may or may not provide an advantage in the job market. The now-pervasive temptation to plagiarise represents a chance for teachers to privilege process over product, and to teach the ethics of credit, attribution and linkage as immanent to that process. Wikis, blogs, and the mutual link-exchanges between online producers are now the facts of life for writers who interact, collaborate, and promote their work online. These practices afford new opportunities to think through the ethical principles of the online commons, not least what it means to give credit in social rather than monetary terms: Link and you shall be linked back to. References Dreyfus, Hubert. On the Internet. London: Routledge, 2001. Gladwell, Malcolm. The Tipping Point: How Little Things Can Make a Big Difference. New York: Little, Brown & Co., 2000. Kottke, Jason. “Weblogs and Power Laws.” Kottke.org. 15 Jun. 2005 http://www.kottke.org/03/02/weblogs-and-power-laws>. Manovich, Lev. The Language of New Media. Cambridge: MIT Press, 2001. Citation reference for this article MLA Style Sigthorsson, Gauti. "Copy/Paste: The Joys of Plagiarism." M/C Journal 8.3 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0507/04-sigthorsson.php>. APA Style Sigthorsson, G. (Jul. 2005) "Copy/Paste: The Joys of Plagiarism," M/C Journal, 8(3). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0507/04-sigthorsson.php>.

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