A survey conducted by Ma (2007) on students’ attitude towards plagiarism, included both the parents and the students to interviews and focus group methodology, and the result revealed that students knew very little about plagiarism.
McCabe and Trevino (1997), argued perception in academic integrity is connected to cheating and academic dishonesty.
Those who suspect that other students are engaging in misconduct or think that academic misconduct is occurring will possibly have a low opinion of the institutions’ culture and integrity and will most likely engage in misconduct themselves.
The following four areas were critically analysed:
2.1. Students’ knowledge on plagiarism
Plagiarism is an act of taking another person’s work or idea …show more content…
Why, who and when do students plagiarise
Gibelman and Gelman (2003) believes that students, researchers or lecturers’ reason to plagiarise is based on the success in writing research proposals, literate reviews and manuscripts to be able to get that promotion, annual salary adjustment or have job security. Hoover (2006) perceives that if a lecturer achieves success through plagiarism with a small probability of detection, the students will be drawn to plagiarise too. Research reflects that employability, retention, commitment and job satisfaction is directly linked to an employee’s continuous learning and developing ability.
Park (2003) include views that student who plagiarise are younger and immature, they have a low academic aptitude and certain personality traits which include feeling under pressure, lacking confidence, find the course subject matter uninteresting, have active social lives, involvement in off-campus activities and perceive that there is little risk that they will be caught. Students who report cheating have a different attitude toward cheating and the institutions’ culture and integrity than the students considering …show more content…
Lathrop & Foss (2000) pointed out that technology enhances plagiarism in this technological era and how common it is among students as they regard it as an act done by everybody.
Academic institutions with plagiarism detection software can now detect the extent of plagiarism in student’s assignments. Ledwith and Risquez (2008) explained that the use of plagiarism detection software should have a huge discouragement for students to plagiarism, assuming students are aware of what this software can do. One assumes that students will submit a plagiarism-free assignment after being informed of the identification of plagiarism in an assignment.
Lukashenko (2007) explained that there is currently numerous plagiarism detection tools designed towards fighting plagiarism. Ali (2011) reviewed these tools, and found that although none of the tools are 100% efficient it will raise the proficiency of detection.
2.4. Distance Education Institutions Policies and
McCabe and Trevino (1997), argued perception in academic integrity is connected to cheating and academic dishonesty.
Those who suspect that other students are engaging in misconduct or think that academic misconduct is occurring will possibly have a low opinion of the institutions’ culture and integrity and will most likely engage in misconduct themselves.
The following four areas were critically analysed:
2.1. Students’ knowledge on plagiarism
Plagiarism is an act of taking another person’s work or idea …show more content…
Why, who and when do students plagiarise
Gibelman and Gelman (2003) believes that students, researchers or lecturers’ reason to plagiarise is based on the success in writing research proposals, literate reviews and manuscripts to be able to get that promotion, annual salary adjustment or have job security. Hoover (2006) perceives that if a lecturer achieves success through plagiarism with a small probability of detection, the students will be drawn to plagiarise too. Research reflects that employability, retention, commitment and job satisfaction is directly linked to an employee’s continuous learning and developing ability.
Park (2003) include views that student who plagiarise are younger and immature, they have a low academic aptitude and certain personality traits which include feeling under pressure, lacking confidence, find the course subject matter uninteresting, have active social lives, involvement in off-campus activities and perceive that there is little risk that they will be caught. Students who report cheating have a different attitude toward cheating and the institutions’ culture and integrity than the students considering …show more content…
Lathrop & Foss (2000) pointed out that technology enhances plagiarism in this technological era and how common it is among students as they regard it as an act done by everybody.
Academic institutions with plagiarism detection software can now detect the extent of plagiarism in student’s assignments. Ledwith and Risquez (2008) explained that the use of plagiarism detection software should have a huge discouragement for students to plagiarism, assuming students are aware of what this software can do. One assumes that students will submit a plagiarism-free assignment after being informed of the identification of plagiarism in an assignment.
Lukashenko (2007) explained that there is currently numerous plagiarism detection tools designed towards fighting plagiarism. Ali (2011) reviewed these tools, and found that although none of the tools are 100% efficient it will raise the proficiency of detection.
2.4. Distance Education Institutions Policies and