ADSHE Conference
21st June 2012
Unlocking Potential and
Confronting Challenges
Plagiarism – key issues and debates
Sue Onens and Vikki Anderson
University of Birmingham
Plagiarism – key issues and debates
Outline of session
 Context
 Practical exercise
 Background to our research
 What we did
 What we found
 The way forward
Plagiarism – key issues and debates
Context
 Plagiarism appears to have increased in relation to
the availability of online information.
 ‘It is reasonable to expect to encounter at least
10% of students’ work that requires attention
beyond normal assessment’ (Carroll 2004, p.2).
 International students; students with SpLDs.
 Use of software such as Turnitin.
Plagiarism – key issues and debates
Practical Exercise
Working in pairs, sort the cards under the following
headings:
Plagiarism
Not plagiarism
Plagiarism – key issues and debates
Background to our research
 Drawn to attention of Learning Support Team by
students with SpLDs asking for support when
suspected of plagiarism.
 ‘Changing goal posts’.
 Revised Code of Practice.
 Project bid.
Plagiarism – key issues and debates
Dyslexic students - what we did
 Current policy and procedure
 Overview of Turnitin
 Definition of plagiarism
 Exercises pertaining to good academic practice
 Useful resources
Plagiarism – key issues and debates
Our study
 Original project bid
 Modified project
Main aims
 To explore Plagiarism Officers’ views on how students gain an understanding
of plagiarism and how to avoid it,
 To explore the perceptions of students regarding their understanding of
plagiarism.
 To consider the effectiveness of existing approaches, with the aim of
identifying areas for development.
 To examine the use of text matching software, focusing on when, with whom,
how and why it is being used.
 To elicit the views of academic staff and students as to how practice could be
improved.
What we did
 Investigated existing resources.
 Interviewed 17 Plagiarism Officers.
 Sent out electronic questionnaire to students
(450 returned).
Plagiarism – key issues and debates
Findings - what POs said
Who tends to be suspected of plagiarism?
 Students who have not had enough academic
experience; those who come through BTEC, Access
and other non-traditional routes.
 ‘Weaker’ students; students under pressure.
 Overseas Masters students .
 Students for whom English is not their 1st language
including Erasmus students
 Intercalaters (Medics)
Plagiarism – key issues and debates
Findings - what POs said
Why do students plagiarise?
 Lack of knowledge/understanding. ‘Don’t get it’.
 Sloppiness (starts with note-making).
 Poor time management.
 Approach to group work.
 Cultural differences.
 Difficulties in personal (or professional) lives.
 Think they can get away with it.
 Contract cheating accessible to all.
Plagiarism – key issues and debates
Findings - what POs said
How are students informed about plagiarism?
 Section in programme handbook but majority said hands-on/direct
input needed to achieve the best effect.
 1 hour workshop in 1st Year Week 4. Active participation by students.
Talk given at 2nd + 3rd Year inductions. Students sign declaration of
attending induction on plagiarism – penalty chart on back Philosophy, Theology and Religion
 Lecture in 1st Year before hand in 1st assignment. Part of personal
tutorial programme. Students encouraged to ask tutors if unsure.
VLE video - Psychology.
 Contextualized at start of each year. Made relevant to assignments .
Yr 1 – wk 4 session on plagiarism + library skills – students
encouraged to ask if in doubt . Highlighted when assignments given
out, particularly extended writing (Yrs 2+3)
- Chemistry.
Plagiarism – key issues and debates
Findings - what POs said
How are students informed about plagiarism?

Info on Web – linked to Code of Practice. Skills class attended by all 1st
years - usually week 4. Deal with referencing at same time. Discussed
in class with groups of around 20 students. Involves TII – Physics

1st Year induction – 1st 5 weeks -1 day a week focusing on study skills
- academic writing, paraphrasing note-taking/making. Research for
evidence based learning module - core element is plagiarism. TII
report explained . Repeated in 2nd + 3rd year inductions. Optional
sessions on paraphrasing ; every module has assignment preparation
session. Can meet with academic tutor 1:1 – Social Work
Plagiarism – key issues and debates
Findings - what POs said
Concerns
 Students may not read handbooks or refer to web
sites.
 Variation in practice between - and sometimes within Schools (especially re use of TII). Joint Honours.
 Rogue staff, inconsistency, not knowing Code of
Practice.
 Resource intensive process to educate overseas
students to avoid plagiarism.
 Input on plagiarism needs to be timely and relevant.
 Focus needs to be on developing academic skills.
Plagiarism – key issues and debates
Findings - what POs said
Concerns – Turnitin
 Concerns about TII being used in different ways with
varying amounts of expertise.
 Amount of work involved in looking at originality
reports.
 Using TII formatively could be teaching students how
to avoid being caught rather than how to write well.
 Need consistent approach to training staff and
updating their training in use of TII.
Plagiarism – key issues and debates
Findings - what POs said
Comments
 “It’s important to have face to face and online conversations,
which are part of the ongoing learning conversation. You can’t just
do it with an injection at the beginning and a reminder.”
(Education)
 “If you have a heavy push, you get fewer cases.” (Earth Sciences)
 “We don’t run Turnitin sessions for staff. We just want them to tell
people how to write essays properly.” (Economics)
 “The aim is to learn programming, not to Google! They need to
learn how to tackle an empty page.” (Computer Science)
 “Students are generally horrified and upset that they’re on the
register………They need direct delivery, contextualised and backed
up by other links to information.” (Chemistry)
Plagiarism – key issues and debates
Student responses
How would you rate your current understanding
of plagiarism?

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Moderate understanding 58% - 262 students
High level of understanding 38% - 171 students
Plagiarism – key issues and debates
How would you rate your Department’s information
and guidance on plagiarism?
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Excellent 15% - 69 students
Very good 31%- 138 students
Good 27% - 123 students
Satisfactory 20% - 92 students
Unsatisfactory 6% - 28 students
Plagiarism – key issues and debates
How confident are you that you will AVOID
plagiarism in your work?
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Not at all confident – 7 students
Not very confident – 30 students
Somewhat confident – 238 students
Very confident – 172 students
Unsure – 3 students
Plagiarism – key issues and debates
How could your understanding of plagiarism (and how to avoid it)
be improved?

‘They give you one lecture and expect you to be fine at it…Your
1st essay can be marked down or failed because of plagiarism
when it should really be a practice.’

‘A very detailed outline of how to cite..we are given a general
guide but unusual instances come up and I am actually more
inclined not to use that piece of research to avoid penalties.’

‘As a (very) mature student I can’t see what the big issue is….it
is surely very simple. I think clarity about web use, teaching
how to take notes from primary literature would be useful.
Clear instruction about what is admissible and what isn’t right
from the start.’
Plagiarism – key issues and debates
How could your understanding of plagiarism (and how to
avoid it) be improved?
 ‘Examples of traps that people fall into – i.e. if we could see actual
assignments that have been failed for plagiarism’.

‘A plagiarism lecture was held in the 1st yr but more tailored towards
final year dissertations would have been useful’.

‘Further detailed information via emails.’

‘More information on essay writing and paraphrasing.’
‘Tell us more on what ‘bad practice’ is. Some lecturers insist on us
using several sources of information, yet they say it must be our own
work.’
 Stop the repetitive plagiarism lectures – the material is the same as
the 1st yr and it is patronising.’

Plagiarism – key issues and debates

‘I think that in earlier years the initial guidance is inadequate,
especially as those coming to university from state education have
never encountered the Harvard system of referencing. I only now feel
my understanding of plagiarism and how to avoid it is high as I am in
my 3rd yr and have had time to develop my knowledge.’

‘I think my understanding is good. However, I worry about blind use
of software because at the end of the day there are only a certain
number of ways you can say certain things.’

‘I was not aware of the concept of ‘self plagiarism’ and do not really
understand it.’
‘I think there should be more face to face teaching on the topic, even
to post grads. Things are changing all the time and it pays to be
reminded.’
 ‘Wasn’t aware that using a large number of quotes was poor
academic practice and would be treated as plagiarism. ’

Plagiarism – key issues and debates
Critical issues
 Poor academic practice?
 Same for all students?
 Role of specialist tutors?
 Use of text matching software.
Plagiarism – key issues and debates
Discussion (flipchart)
 What are the issues in your
institution/experience?
 Communication and consistency?
 Solutions?
 Key points for students and staff.
Plagiarism – key issues and debates
Resources
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You Tube video – ref works http://www.youtube.com/proquestrefworks
Useful example - University of Leeds
http://www.ldu.leeds.ac.uk/plagiarism/
Interactive tutorial – subject specific – University of Leicester http://www2.le.ac.uk/offices/careers/ld/resources/study/plagiarismtutorial
Learn Higher – useful information for staff and students
http://learnhigher.ac.uk/Staff/Referencing.html
Links to tip sheets/resources Plagiarism.org http://www.plagiarism.org/plag_resources.html
http://www.plagiarismadvice.org/ advice for organisations/current research
Plagiarismadvice.org This service provides resources, training, advice and
guidance on plagiarism prevention and detection to institutions and
academics.
Plagiarism Quiz – University of East Anglia http://www.uea.ac.uk/menu/admin/dos/quiz/
Interactive resource with section on plagiarism
http://www.skills4studycampus.com/orglogin.aspx