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Plagiarism Procedures. Principles of the Revised Arrangements. A framework based upon a series of stages Greater control of process by the department Individual members of staff taking action when there is an allegation of plagiarism at early stages

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principles of the revised arrangements
Principles of the Revised Arrangements
  • A framework based upon a series of stages
  • Greater control of process by the department
  • Individual members of staff taking action when there is an allegation of plagiarism at early stages
  • Provision for a progressive approach in terms of actions and penalties
  • Greater link between the procedures and the University’s plagiarism policy
  • Continued emphasis on the promotion of fairness
  • Emphasis on record keeping
principal changes compared with previous arrangements
Principal Changes Compared with Previous Arrangements
  • Removal of distinction between minor and major plagiarism
  • Emphasis on supporting and educating students in academic skills in the earlier stages
  • Emphasis on departmental and programme role in investigating allegations of plagiarism
  • Special arrangements for first year undergraduate students
  • A move from automatically holding panels
principal changes compared with previous arrangements1
Principal Changes Compared with Previous Arrangements
  • Greater flexibility in the application of penalties at the departmental and faculty stage
  • Removal of recourse to Plagiarism Review Panel - student would make representations solely through the Academic Appeals process
  • Removal of “Student Declaration Form” at the end of a plagiarism process – this is not a declaration that there is no plagiarism in a piece of work
  • Removal of the requirement to offer a preliminary meeting
a staged approach
A Staged Approach
  • A four -staged approach to investigation and imposition of penalties
  • No matter where students were in their studies, the investigation would be undertaken in sequence
  • If a student in the third year of the undergraduate programme faced allegations of plagiarism for the first time, Stage 1 would apply
  • The stages entail a progressive increase in the penalties
  • Option of a referral from Stages 1 and 2 to a Faculty Panel where there is a prima facie case of gross misconduct
stage 0 first year undergraduate
Stage 0 – First Year Undergraduate
  • Applies only to the first year of the undergraduate programme or below
  • Special provision for providing advice without the application of penalties
  • Intention is to explore with the student the nature of the alleged plagiarism and how it came about
  • Advice normally be provided by the person marking the work – but process controlled by programme/scheme director
  • Applicable on two occasions
stage 1 module level
Stage 1 – Module Level
  • Investigation at the module level
  • Instigated by programme director
  • Investigation carried out by one academic; tutors from other departments within faculty may occasionally be engaged
  • Although the primary purpose is disciplinary, there will be some emphasis on providing support, so
  • ... application of penalties and support for the student
  • Applies irrespective of level of study – includes taught masters, but not research degrees
  • Finding might be to refer to a Faculty Panel
stage 2 departmental level
Stage 2 – Departmental Level
  • Instigated by head of department
  • Investigation by two academics, but with option of three members of staff depending on the nature of the plagiarism and the circumstances
  • Investigate allegations, and where substantiated determine the appropriate punishment and recommend further remedial measures
stage 3 faculty level
Stage 3 – Faculty Level
  • Investigation undertaken by a panel of three
  • Normally undertaken when previous interventions at Stage 1 and Stage 2 failed to prevent further breaches
  • Reviews gross misconduct
  • Harsher penalties likely to be imposed, including recommendation the student be required to withdraw from the programme
  • Once at Stage 3, further breeches investigated at Stage 3
  • Engagement of Registry