Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study

Knowledge, attitudes, and practices regarding plagiarism of postgraduate students in Myanmar

Information regarding the prevalence of plagiarism and its contributing factors are limited in Myanmar. We aimed to explore the knowledge, attitudes, and self-reported plagiarism practices of postgraduate students in Myanmar's universities and determine the factors associated with plagiarism. We conducted a cross-sectional questionnaire study during 2019-2020. The questionnaire contained: 1) demographics, 2) knowledge on plagiarism, 3) attitudes toward plagiarism, and 4) self-reported plagiarism practices. We calculated attitudes and plagiarism severity scores (PSS). We conducted multiple linear regression analyses and binary logistic regression analyses. A p-value <0.05 denoted statistical significance. We enrolled 217 participants. Of our participants, 37.6% self-reported at least one plagiarism act. The mean attitude score (S.D.) was 62.24 (10.44), (maximum score was 92, higher scores represent disapproval of plagiarism). This attitude score reflects only a moderate attitude toward disapproval of plagiarism. The attitude score was significantly higher for doctoral students (9.2%) than master students (90.8%); p = 0.003; and for participants with publications (13.4%) compared with those without publications (86.6%); p = 0.005. The attitude score was a significant predictor of the PSS. We conclude that there is evidence to suggest that plagiarism represents a significant ethical issue in Myanmar and recommend that Myanmar universities provide training in responsible conduct of research.

Readymade Solutions and Students’ Appetite for Plagiarism as Challenges for Online Learning

In the context of the COVID-19 pandemic, the importance of online learning has increased. Inherently, the stakes of a sustainable approach to the challenges raised by the wide access to the Internet, the use of readymade solutions to meet didactical tasks, and students’ appetite for plagiarism have become higher. These challenges can be sustainably managed via a procedure aimed at constructively converting students’ appetite for plagiarism (SAP conversion) into a skill of critically approaching relevant materials that are available online. The solutions proposed by the specialized literature concerned with the problem of plagiarism can be grouped into five categories: better trained students, more involved teachers, the use of anti-plagiarism software, clear anti-plagiarism policies, and ethical education of the youths. The SAP conversion procedure is a solution targeting increased involvement on behalf of teachers. Its partial application in the case of the disciplines included in the undergraduate educational program of Sociology conducted by the Transylvania University of Brasov, where students’ evaluation is based on essays, has considerably decreased the amount of student plagiarism.

Project-based learning and its contribution to avoid plagiarism of university students

Este estudio presenta los resultados de una investigación documental sobre los enfoques recientes de las causas y soluciones del plagio de los estudiantes universitarios. Contiene una clasificación de las causas de acuerdo con el nivel en el que ocurren. Además, según los resultados de una observación directa, el estudio muestra que en Rumania, donde se promueve el aprendizaje basado en proyectos, la costumbre de los estudiantes de usar fuentes basadas en internet de manera poco ética se desarrolla antes de la educación académica, con el requisito de que los alumnos elaboren proyectos escolares. Esto se propone como una causa adicional de plagio de estudiantes universitarios. El hábito de copiar y pegar materiales disponibles en línea es difícil de contrarrestar de manera eficiente, pero puede corregirse y dirigirse hacia la adquisición de nuevos conocimientos. El plagio ya no es eficiente para los estudiantes cuando se les pide explícitamente que hagan comentarios sobre materiales que ya están disponibles en línea.

Knowledge, Attitudes, and Practices of Plagiarism as Reported by Participants Completing the AuthorAID MOOC on Research Writing

To explore the knowledge, attitudes and practices regarding plagiarism in a large culturally diverse sample of researchers who participated in the AuthorAID MOOC on Research Writing. An online survey was designed and delivered through Google Forms to the participants in the AuthorAID MOOC on Research Writing during April to June 2017. A total of 765 participants completed the survey (response rate 47.8%), and 746 responses were included in the analysis. Almost all participants (97.6%) reported knowledge of the term "plagiarism", and 89.1% of them understand the meaning of the term before joining the course. Most participants reported that their university does not provide access to plagiarism detection software (82.0%), and 35% participants admitted they had been involved in plagiarism during their education. Overall attitudes toward plagiarism (65.3 ± 10.93) indicated low acceptance of plagiarism. Moreover, low scores were reported for approval attitude (25.22 ± 5.63), disapproval attitude (11.78 ± 3.64), and knowledge of subjective norms (20.63 ± 5.22). The most common reason for plagiarizing was lack of time (16.1%), and the most common consequence was the perception that "those who plagiarize are not respected or seen positively" (71.4%). Developing country researchers appear to be familiar with the concept of plagiarism, but knowledge among the participants surveyed here was incomplete. Knowledge about plagiarism and awareness of its harmfulness must be improved, because there is an obvious relationship between attitudes toward plagiarism and knowledge, reasons and consequences. The use of plagiarism-detection software can raise awareness about plagiarism.

Text Recycling in Scientific Writing

Text recycling, often called "self-plagiarism", is the practice of reusing textual material from one's prior documents in a new work. The practice presents a complex set of ethical and practical challenges to the scientific community, many of which have not been addressed in prior discourse on the subject. This essay identifies and discusses these factors in a systematic fashion, concluding with a new definition of text recycling that takes these factors into account. Topics include terminology, what is not text recycling, factors affecting judgements about the appropriateness of text recycling, and visual materials.