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Plagiarism – the importance of a preventative approach. Dr. Craig Baird & Dr. Patricia Dooey , Curtin University, Western Australia. . The story of Ying and Yang.
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Plagiarism – the importance of a preventative approach Dr. Craig Baird & Dr. Patricia Dooey, Curtin University, Western Australia
The story of Ying and Yang Ying and Yang are two international students studying at an Australian university. Both met the minimum English language requirements prior to entry (Ying took the IELTS test, and Yang came through a pathway program), yet they feel their English is not good enough. Sometimes the study is overwhelming, especially as the semester progresses and all the assignments are due around the same time. Their families want them to be very successful in Australia, so they must pass!
The disciplinary procedure • Student is identified by Lecturer/Tutor/Unit Coordinator as having plagiarised on their assignment submitted for assessment. • Nature of academic misconduct determined (Plagiarism 11 or 111). • Report sent to Head of School together with Form 1 determining the seriousness of plagiarism. • Administration staff in the School complete a Memo, and send this, together with all required documentation, and a note from the Head of School, to the Dean of Studies. • Dean of Studies reads and investigates. All documents are scanned and stored electronically in Academic Misconduct Register (AMR), and in hard copy.
The disciplinary procedure – enter Ying and Yang • The student receives a letter via their Official Communication Channel (OCC), notifying them of the alleged Academic Misconduct, and giving them 7 days to respond to the allegation. • After 7 days the Dean of Studies completes an Authorised Officers Report from the Academic Misconduct Register (AMR), and sends it to the Disciplinary Panel to address. • The Disciplinary Panel meets and [up to 8 weeks later] reaches an outcome, then informs the student via the OCC. • The student has 14 days to appeal. • The outcome letter will be sent to all relevant parties and the appropriate action is taken (e.g. Change of grade/remark/ANN).
What ’s the fallout? The student • Several weeks have elapsed between the submission of the assignment and the final decision – not a good learning experience. • Zero mark, repeat unit/loss of face/increased family pressure to succeed/stress on the student to avoid a second strike/additional financial strain/English language woes/time management issues. • Terminated, lose visa (International student), return home with nothing ($$$ investment wasted). The university • Mountains of paperwork through departmental layers: Tutor, Lecturer, Unit Coordinator, Head of School, Dean of Studies, Disciplinary Panel. • Increased workload for already time-poor academics and admin. staff. • If terminated, the student doesn’t graduate.
What’s the solution? • Pre-departure induction, particularly in relation to the demands of tertiary study in a western university and the expectations of academic integrity. • Realistic admissions requirements, especially for English language proficiency. • A checklist for students identified as being ‘at risk’ so that they don’t fall between the cracks. • Early intervention and timely support, e.g. referral to Academic Language and Learning Advisors. • Prevention is better than cure!
Thank you! c.baird@curtin.edu.au p.dooey@curtin.edu.au
