Plagarism - a complex issue requiring a holistic institutional approach

MACDONALD, R. and CARROLL, J. (2006). Plagarism - a complex issue requiring a holistic institutional approach. Assessment and evaluation in higher education, 31 (2), 233-245.

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Link to published version:: https://doi.org/10.1080/02602930500262536
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    Abstract

    Recent years have seen a growing awareness of the incidence of plagiarism, though the response has largely been to focus on deterrence through detection and punishment. However, student plagiarism is a much more complex issue than suggested by a one-solution response and this paper argues for a more holistic institutional approach that recognises the need for a shared responsibility between the student, staff and institution, supported by external quality agencies. Case studies from three institutions are used to illustrate possible triggers for adopting a holistic approach. The paper presents a checklist for identifying the absence of a holistic approach to dealing with student plagiarism and concludes that a key aspect is to adopt assessment-led solutions which focus on using low stakes, formative (as distinct from high stakes, summative) assessment.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Learning Enhancement and Academic Development
    Identification Number: https://doi.org/10.1080/02602930500262536
    Page Range: 233-245
    Depositing User: Ann Betterton
    Date Deposited: 16 Jan 2009
    Last Modified: 19 Mar 2021 01:15
    URI: http://shura.shu.ac.uk/id/eprint/221

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