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Abstract: In the last ten years, there has been much research into academic integrity with a focus on plagiarism in developed countries. There is still a dearth of such research in developing countries like Nigeria. This paper presents the results from a larger exploratory study on student plagiarism in Nigerian Higher Education Institution of Learning (Nigerian universities), which is associated with the Impact of Plagiarism Policies in Higher Education Across Europe (IPPHEAE) project. It seeks to contribute to the body of knowledge by focusing on the experiences of previous institutional interventions on student plagiarism issues and their impact on student experience when they study elsewhere. Nigerian students studying abroad had to adapt to diverse teaching, learning and assessment styles under a different institutional system. This resulted in the students struggling when they had to apply skills they had not acquired during their previous study. This study adopted a mixed method approach; 25 Nigerian Postgraduate Students studying in a United Kingdom University were interviewed for the qualitative data and 171 IPPHEAE student questionnaires were completed for the quantitative data. Results from the data suggest that the previous institutional system experienced by the students was quite different from what they met in their present institutions of study in England. As a result, the students struggled to cope with their studies when they had to apply skills they had not acquired.
This paper examines English language and business faculty's awareness about plagiarism detection technology. The study strives to achieve the following objectives: To provide English language teachers and practitioners with a better understanding of the issues of plagiarism technology and to raise their awareness about plagiarism detection technology, and to inform current debates about its usefulness. Moreover, it attempts to find out how familiar English language teachers are with plagiarism detection software and to identify the type(s) of plagiarism software is commonly used by English and business teachers. Additionally, it tries to assess to what extent the plagiarism detection software used by the teachers curb plagiarism practices among students. Finally, it attempts to evaluate the teachers’ perceptions of the usefulness of the originality reports to their students. A questionnaire was given to 40 teachers to collect their responses about plagiarism technology. The findings revealed that the vast majority of teachers are aware of Turnitin and Safeassign. The great majority of teachers believed that plagiarism software has curbed plagiarism practices among their students. Additionally, they assumed that the originality report has been useful for their students and it has helped them understand plagiarism in a better way. The study findings, pedagogical implications and the offered recommendations were presented.
intimacy of food, clothing, and shelter, and the elasticity of the relationship between bodies and things. At the same time, consumption is a flash point for basic social and political debates about the relationship between needs and desires. This course seeks to develop critical approaches towards dealing with both these dimensions of consumer culture by exploring the ways in which bodies and things shape each other through long histories of production, distribution, and fashion. Though consumption is conventionally regarded as the terminus of the social life of things, this course will seek to study the social world of consumers as an analytic entry point into complex networks of cultural practice which mediate the perennial tension between habituation and novelty in the shaping of consumer experience.
Anecdotal evidence suggests that, even when academic staff are aware of the existence of a plagiarism policy, many still don't use it. They either prefer to deal with it in their own way, or ignore the issue. In order to encourage increased and improved use of the existing policy, we were interested in understanding staff concerns about plagiarism generally. As part of a Postgraduate Certificate (PG Cert) in Teaching and Learning in Higher Education, a 3 hour workshop is devoted to Academic Integrity. At the start of the workshop, participants are asked to complete a survey on their experience and concerns regarding plagiarism, and their awareness of local policies and procedures. Staff are then asked to articulate their single biggest concern around academic integrity, and this collection of concerns and the ensuing discussion is used to direct aspects of the workshop. With different groups, the emerging group concerns will have different flavours; some teaching-focused, some student-focussed and some policy-focussed. The data from the surveys over the last 3 years gives an insight into staff awareness of policies and procedures at our institution as well as highlighting the general ethos and attitudes regarding student plagiarism. This paper will compare the collected data against early results from the IPPHEAE project staff survey. Knowledge about the levels of awareness of plagiarism policy amongst staff has implications for staff development. This paper will give an overview of various approaches to awareness raising and staff development that have been used in our institution, with an indication of the levels of success and factors contributing to this.
2008
This paper looks at the impact of the cultural factors of individualism and collectivism on plagiarism behaviors. The findings suggest that people from a collective background have a higher tendency to plagiarize. This study used an actual criterion variable to measure plagiarism (an extra credit essay), where most of the other studies use self-reported measures. The paper gives teachers suggestions on ways to mitigate plagiarism behavior.
Ethics have received increased attention from the media and academia in recent years. Most reports suggest that one form of unethical conduct – plagiarism – is on the rise in the business schools. Stereotypes of Asian students as being more prone to plagiarize are frequently found in the literature, though not concretely substantiated. This study used a behavioral criterion to examine the relationships among ethnicity, acculturation, and plagiarism in a sample of 158 undergraduate and graduate students. Significant differences in plagiarism behavior were found based on level of student acculturation, but not ethnicity. Considerations and implications for training and managing international students and workers are discussed.
This criterion study examined the impact of the cultural dimensions of individualism and collectivism on actual plagiarism in working business students. Given globalization of business and recent business scandals, furthering our understanding of international ethics remains critical. Business students are the potential employees, managers and leaders of organizations in the future. In this study we focus on one form of unethical conduct by business students, i.e. actual plagiarism, and seek to determine the link between this behavior and cultural values of individualism/collectivism and associated stereotypes of Asian/Caucasian students. Our findings suggest that individualists plagiarize more than collectivists, and that no significant differences in plagiarism exist between Asian and Caucasian students, contrary to popular beliefs. The implications of these findings for scholars and managers are discussed.
In occasione della mostra allestita nel Museo di Vetulonia per un convegno nel 20131, ebbi modo di osservare con la dovuta attenzione il calco del famoso rilievo 'dei populi etruschi' proveniente dagli scavi condotti nel 1840 da Paolo Calabresi in località Vigna Grande2. Ne trassi lo spunto per un breve intervento, seguìto da una vivace discussione, che si tradusse in una verifica dei piccoli dettagli iconografici della interpretazione odissaica, da me suggerita.
in: "Anthropological Materialism", 2012. <http://anthropologicalmaterialism. hypotheses.org/2016>.
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