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Article: Online Academic-Integrity Mastery Training May Improve Students'
Awareness of, and Attitudes Toward, Plagiarism

Source: https://www.researchgate.net/publication/268805026_Online_Academic-Integrity_Mastery_Training_May_Improve_Students'_Awareness_of_and_Attitudes_Toward_Plagiarism

Retrieved April 2021

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Interesting read on using internet based paraphrasing tools

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Interesting read on using internet based paraphrasing tools

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Source: UOW; retrieved April 2021

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While writing for your assignment, you will be required to provide evidence to support your claims. This will involve using information from academic sources (such as books and journals) in your writing. In doing this, it is important to be able to reproduce this information in your own words. This key academic skill is known as paraphrasing.
This lesson outlines the importance of paraphrasing, techniques that you can employ, some of the potential pitfalls to avoid, guide to paraphrase and steps for effective paraphrasing.
Watch the video on YouTube: https://youtu.be/i0rgahJDhgg
Source: Fred Freeman Okpala
https://www.slideshare.net/FredFreemanOkpalaBAM?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview

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Source: Monash Uni
Retrieved 10/2020
https://guides.lib.monash.edu/ld.php?content_id=8482075

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Source: UTS
Retrieved 10/2020
https://www.uts.edu.au/current-students/support/helps/self-help-resources/using-turnitin

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Avoiding plagiarism and cheating - a guide for students

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Avoiding plagiarism and cheating - a guide for students

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Source: http://www.swinburne.edu.au/media/swinburneeduau/current-students/docs/plagiarism_guide.pdf
Retrieved 9/2020

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Guidance Note: Academic Integrity

Version 1.2
Source: Teqsa

28 March 2019
Retrieved 9/2020

https://www.teqsa.gov.au/latest-news/publications/guidance-note-academic-integrity

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Academic integrity is the commitment to and demonstration of honest and moral behavior in an academic setting. This is most relevant at the university level as it relates to providing credit to other people when using their ideas. In simplest terms, it requires acknowledging the contributions of other people.
Watch the video below to understand more about academic integrity and how you can help increase it in your study and life.
https://www.youtube.com/watch?v=2wvXEAO4Q44

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How to create an account:

1. Go to www.turnitin.com and click on the "Create Account" link next to the "Log In" button.

2. Click on your account type as a "Student"

3. Enter the class ID number and the class enrollment Key provided by your instructor.

4. Enter your first name & enter your last name.

https://www.youtube.com/watch?v=v5v_4bIdYZU

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Source: Curtin Uni
Retrieved 2018

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A workshop on plagiarism EC- EAP class 2020

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How to avoid plagiarism?

Source: UTS
Retrieved June 2019
https://www.uts.edu.au/current-students/support/helps/self-help-resources/referencing-and-plagiarism/how-avoid-plagiarism

Using what you read
Writing assignments involves bringing together two sources of ideas:

the ideas of others (discovered in your reading); and

your own ideas (formed through critical thinking).

There needs to be a balance between your own ideas and the ideas of the writers you have read.

When you use others’ ideas, you can:
quote (use the writer’s actual words), which requires the least input from you;

paraphrase (rewrite the writer’s ideas in your own words), which requires more thinking on your part; or

summarise (rewrite the writer’s ideas in your own words in a shorter form), which achieves the best balance of your thinking and others’ ideas.

You should summarise much more often than you quote or paraphrase because when you summarise, you show that you:

understand others’ ideas; and

can synthesise and connect those ideas in order to support your argument.

Referencing
Correct referencing techniques require that you acknowledge the source of your information in two places:

in the text of your assignment, at the point where you use someone else’s ideas; this is known as in-text referencing or citation

in a list at the end of your assignment; this is known as a reference list.

The purpose of referencing is:
to avoid being accused of plagiarism by acknowledging the works of others you have used

to enable your reader to locate the ideas used and items referred to in your writing.

There are many different referencing styles; those commonly used at UTS are:
Harvard UTS

American Psychological Association (APA)

Australian Guide to Legal Citation (AGLC).

In-text referencing
Example of author-prominent citation:
Research by Jones and Xiao (2014) shows that significant analysis has been carried out relating to these specific human resource management initiatives.
Example of information-prominent citation:
There has been a significant amount of data which has shown that these human resource management initiatives have been thoroughly analysed for effectiveness (Jones & Xiao, 2014).
Example of in-text referencing where a direct quotation is cited:
It can be stated that "there has been a significant amount of investigation into the effectiveness of these HR initiatives" (Jones & Xiao, 2014, p. 19) and therefore, it can be argued that…

Common knowledge
You don't need to provide a reference for common knowledge – that is, information shared by many people. It is sometimes difficult to know what is and what is not common knowledge in your field of study. If you read or hear the same information many times from different sources, it is probably common knowledge. Common knowledge usually includes major historical events, famous people and geographic areas that are known about by educated people throughout the world, not just in the country in which they occurred.
If the information is not common knowledge, you should provide a reference. This shows your reader that the idea is held by an expert in the field. It also demonstrates to your lecturer that you have been reading academic texts.

When in doubt, provide a reference.

To recap...

Quoting
To quote correctly, be sure to:
use quotation marks

copy the exact words

give reference details, including the page/paragraph number.

Paraphrasing
To paraphrase correctly, be sure to:
keep the meaning

change the word order

change most of the words

give reference details.

Summarising
To summarise correctly, be sure to:
keep the author’s main ideas

avoid simply copying the author’s words

make it clear which ideas are yours, and which are the author’s

give reference details.

Referencing
To in-text reference correctly, be sure to:
make it clear which ideas are yours, and which are the author’s

give the author’s last name

give the year of publication

give the page/paragraph number (unless you are referring to ideas presented in the publication as a whole).

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Using what you read

Writing assignments involves bringing together two sources of ideas:

the ideas of others (discovered in your reading); and

your own ideas (formed through critical thinking).

There needs to be a balance between your own ideas and the ideas of the writers you have read.

When you use others' ideas, you can:

quote (use the writer's actual words), which requires the least input from you;

paraphrase (rewrite the writer's ideas in your own words), which requires more thinking on your part; or

summarise (rewrite the writer's ideas in your own words in a shorter form), which achieves the best balance of your thinking and others' ideas.

You should summarise much more often than you quote or paraphrase because when you summarise, you show that you:

understand others' ideas; and

can synthesise and connect those ideas in order to support your argument.

Referencing

Correct referencing techniques require that you acknowledge the source of your information in two places:

in the text of your assignment, at the point where you use someone else's ideas; this is known as in-text referencing or citation

in a list at the end of your assignment; this is known as a reference list.

The purpose of referencing is:

to avoid being accused of plagiarism by acknowledging the works of others you have used

to enable your reader to locate the ideas used and items referred to in your writing.

There are many different referencing styles; those commonly used at UTS are:

In-text referencing

Example of author-prominent citation:

Research by Jones and Xiao (2014) shows that significant analysis has been carried out relating to these specific human resource management initiatives.

Example of information-prominent citation:

There has been a significant amount of data which has shown that these human resource management initiatives have been thoroughly analysed for effectiveness (Jones & Xiao, 2014).

Example of in-text referencing where a direct quotation is cited:

It can be stated that "there has been a significant amount of investigation into the effectiveness of these HR initiatives" (Jones & Xiao, 2014, p. 19) and therefore, it can be argued that...

Common knowledge

You don't need to provide a reference for common knowledge - that is, information shared by many people. It is sometimes difficult to know what is and what is not common knowledge in your field of study. If you read or hear the same information many times from different sources, it is probably common knowledge. Common knowledge usually includes major historical events, famous people and geographic areas that are known about by educated people throughout the world, not just in the country in which they occurred.

If the information is not common knowledge, you should provide a reference. This shows your reader that the idea is held by an expert in the field. It also demonstrates to your lecturer that you have been reading academic texts.

When in doubt, provide a reference.

To recap...

Quoting

To quote correctly, be sure to:

use quotation marks

copy the exact words

give reference details, including the page/paragraph number.

Paraphrasing

To paraphrase correctly, be sure to:

keep the meaning

change the word order

change most of the words

give reference details.

Summarising

To summarise correctly, be sure to:

keep the author's main ideas

avoid simply copying the author's words

make it clear which ideas are yours, and which are the author's

give reference details.

Referencing

To in-text reference correctly, be sure to:

make it clear which ideas are yours, and which are the author's

give the author's last name

give the year of publication

give the page/paragraph number (unless you are referring to ideas presented in the publication as a whole).

How do you know if you are plagiarisng? Click on the link to find out.

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Using what you read Writing assignments involves bringing together two sources of ideas: the ideas of others (discovered in your reading); and your own ideas (formed through critical thinking). There needs to be a balance between your own ideas and the ideas of the writers you have read.

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Source: https://www.youtube.com/watch?time_continue=3&v=PXMpPylc6Hc&feature=emb_logo
Read more about contract cheating: https://www.arc.unsw.edu.au/help/university-advice/contract-cheating
Source: UNSW

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A project on Academic Integrity in Australia

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A project on Academic Integrity in Australia

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Academic integrity in Australia - understanding and changing culture and practice
Source: Queensland University
Retrieved June 2018

Research Findings

1. Online Student Survey

5538 Australian university students completed an online survey at Macquarie University (including Sydney Institute of Business and Technology [SIBT]), Australian Catholic University and University of Sydney between December 2012 and May 2013.

1. Summary of demographic characteristics of respondents:

65% of respondents were aged between 18 to 25

65% of respondents were female

75% of respondents were undergraduates

79% of respondents were studying internally (i.e. not classified as distance learners)

81% of respondents were studying full-time

77% of respondents spoke English at home, with 81% having spoken English for most or all of their lives

90% of respondents* were local students

26.6% of respondents were still in their first year of university study, 15.9% had completed one year, 15.5% had completed two years, 13.4% had completed three years, and 28.6% had completed more than three years of university study.

28.5% of respondents studied Arts, 20.2% Commerce, 18.1% Medical Science, 16.3% Social Science and 13.1% Science.

54.7% of respondents engaged in paid outside work as their primary activity outside of academic work, followed by sport 15.1%, voluntary work 7.2%, carer duties 6.2% and other activities 16.8%.

2. * n=1956, MQ students were not asked if they were local or international students

3. Summary of attitudinal responses:

4. Students indicated their level of agreement with the following statements about academic integrity (values):

StatementLevel of Agreement
Academic Integrity is about Honesty | 92%
Academic Integrity is about Fairness | 85.8%
Academic Integrity is about Respect | 84%
Academic Integrity is about Trust | 75.8%
Academic Integrity is about shared community values | 69%

1. Students indicated their level of agreement with the following statements about academic integrity (responsibility):

StatementLevel of Agreement

Academic Integrity is about the shared responsibility of the entire university community | 84%
Academic Integrity is the responsibility of students | 56%
Academic Integrity is the responsibility of academic staff | 27% (47.3% for SIBT)
Academic Integrity is the responsibility of admin. staff | 21%

1. Students indicated their level of agreement with the following statements about academic integrity (rules, penalties, breaches):

StatementLevel of Agreement

Academic Integrity is about following rules and policies | 84%
Academic Integrity is about penalties for dishonesty | 61.2%
Academic Integrity breaches are a serious problem | 55%

1. Are there any special circumstances where is it OK to be dishonest?

2. 69% of students felt there were no special circumstances where it was "OK to be dishonest", 26% felt there were very few circumstances where it was OK to be dishonest, 4% felt there were some circumstances, and 1% felt there were a lot of circumstances where it was OK to be dishonest.

3. Contributing factorsThe main contributing factors for why students commit academic integrity breaches were identified as the following: time pressures, the pressure to succeed, other [competing] priorities, poorly-designed assessment tasks, lack of knowledge of policies and a lack of awareness of penalties.

4. How prevalent are breaches?In terms of students' perception of the prevalence of breaches, 2% felt breaches do not occur at all, 75% felt that they were fairly uncommon, 38% felt they were fairly common and 3% felt they were extremely common.

5. Perceived seriousness of breaches

6. When students were asked to rank the perceived seriousness of breaches, from 1 (most serious) to 6 (least serious), 'cheating' and 'plagiarism' were selected as the most serious forms of academic integrity breach type. Students regarded 'sabotage', 'falsification' and 'collusion' as less serious breach types, perhaps demonstrating a lack of awareness of the actions that constitute such behaviours. This speculation is supported by the findings from the student focus groups component of this study, where the majority of students indicated familiarity with cheating and plagiarism respectively, but expressed uncertainly regarding what constitutes sabotage, fabrication and falsification.

Breach TypeMedian Ranking

Cheating | 2
Plagiarism | 3
Fabrication | 4
Sabotage | 5
Falsification | 5
Collusion | 6

1. How do Australian university students prefer to learn about academic integrity?

2. Students currently acquire (and prefer to acquire) most of their information regarding academic integrity from unit outlines and course materials, and from lectures and tutorials. Additional sources of academic integrity information (which students provided via qualitative responses) included common/general knowledge, prior learning and general awareness of ethical behaviour. The most popular suggested forms of academic integrity information dissemination tended to involve modes that required more from students than simply being passive recipients of information. Students suggested activities that required engagement, reflection and interaction between students (e.g. interactive online resources, discussion forums, in-class exercises and orientation seminars).

3. Were the students willing to join an academic integrity student group?

4. 1488 students (27%) said that they would be willing to participate in such a group. This number was much higher than anticipated by the project team. 27% selected 'academic integrity student society' as a 'preferred dissemination mode' for information and engagement.

5. What activities should the academic integrity student group carry out?

6. Students selected the following pre-provided options as being their preferred activities: advice, support, refreral, provide feedback and suggestions to staff, and run information booths during Orientation Week. Students were additionally asked to provide open-ended responses (n=610). 42% of these open-ended responses concerned various methods for raising awareness about academic integrity rules and issues. These methods included:

Provide handouts, posters, marketing campaign on campus, publications, social media

Organise workshops, seminars, presentations

Provide Advice, support, referral, advocacy

Provide peer-assisted mentoring

Unmasking the issue (i.e. provide examples of breaches, reporting on beach rates and outcomes)

Providing discipline specific information and advice

7. Student Focus GroupsForty students from the three participating institutions (Macquarie University, Australian Catholic University and Sydney University) took part in focus groups from July to August 2013.

9. What academic integrity 'values' did participants identify?

10. 'Honesty' was the most frequently mentioned academic integrity value. Students were more likely to talk about academic integrity values in terms of actions or behaviours or actions, rather than citing values (e.g. independent effort in assessments and ensuring proper attribution)

11. What groups make up the 'university community'?

12. Students readily identified students and staff as two primary components of the university community, but were less likely to mention employers, industry and the community in general. They nonetheless agreed that the latter were also stakeholders of the university and belonged to the wider university community.

13. Academic integrity breaches - what is the harm?

14. Students were well aware of the potential damage caused by breaches in terms of reputation, unfairness and the loss of trust that can affect all members of the university community. However, they were less likely to consider the negative impact it might have on their own learning in terms of breach activity undermining program objectives and making it more difficult for teachers to get an accurate indication of students' competencies.

15. Are students aware of the different types of breaches?

16. Students' responses indicated that they were aware of all six breach types listed in the survey (cheating, plagiarism, sabotage, falsification, fabrication and collusion), but were unsure about sabotage, fabrication, falsification and collusion. They were most aware of plagiarism, which seemed to be the major breach type that students perceive to be occurring frequently.

17. Are there any 'at risk' student groups who would benefit from further assistance?

18. Students identified commencing undergraduate students and mature-aged students as being in need of more support with regards to academic integrity information and advice. However, the group that was most consistently raised as an example of where more assistance and support was required was international students. Focus group participants were cognisant of the unique difficulties faced by international students who may be unaccustomed to Australian university academic writing conventions, and expectations regarding attribution.

19. Experience with academic integrity breaches:

20. The breach type that students described involved experiences with other students, and mainly concerned plagiarism, questionable group work activity that bordered on collusion, and in two cases, suspected exam misconduct. In every example mentioned, students had not been informed regarding how the issue was resolved, even in instances where students had reported witnessing breaches.

21. Current sources of support and information

22. Students stated they were currently seeking information and support mainly from speaking to lecturers, tutors and student services. They also expressed that some form of counselling or peer support could be made available to students given the sensitive subject matter that may be associated with academic integrity issues.

23. Are current academic integrity information dissemination and support strategies sufficient?

24. Opinions were split when students were asked if they were satisfied with how they currently received information about academic integrity. Some felt that their course outlines were the easiest, most direct place to look for academic integrity information, and felt that it was more likely to be discipline-specific advice. Others felt that written materials were not the answer, and wanted more practical and interactive forms of learning. This view is supported by student responses to a similar question in the online survey.

25. Is a student academic integrity group a good idea?

26. Focus group students were markedly more positive about the concept of an AI student society, compared to the survey respondents. This may be due to focus group participants being in a position to learn more about the proposed 'academic integrity student group' idea, and were able to ask questions regarding it, and also because focus group volunteers may be inherently more willing to participate in (or be supportive of) student engagement endeavours.

27. Perceptions of the academic 'honour code' concept as a possible academic integrity dissemination model

28. Academic honour codes, typically utilised in North American universities, were discussed with the students, as an example of an academic integrity student group movement. Students tentatively supported the concept of honour codes, but were hesitant about the possible requirement to report on their peers, and about the level of authority that students might have in the adjudication process. There was a preference for staff to be involved to provide guidance in case adjudication. In spite of these concerns, the students were very supportive of the more punitive aspects of the code. For more information about the viability of honour codes in the Australian higher education context, please see Nayak et al. (2013).

1. Examples of Honour Code policies given to focus group students (for discussion)

All members of the university community agree to a code of ethical conduct.

May involve contracts, pledges or oaths signed by students who promise to commit to ethical personal and academic conduct.

The university website will contain a description of the honour code policy and procedures.

The responsibility for maintaining academic integrity can lie mainly with the students, or with students and academics.

Students are required to inform the university if they witness another student committing a breach of academic integrity.

Students may be granted unsupervised exams.

University disciplinary committees may consist entirely of student members, or a mix of students and academics.

Penalties for proven cases of honour code breaches are typically harsh

2. A summary of structured interview findings will be presented in due courseReferences

Reference
Nayak, A., Richards, D., Saddiqui, S., Homewood, J., White F., Mcguigan, N., Meredith T., & Sureshkumar, P. (2013), Academic Integrity: Bottom up, Proceedings of the 6th Asia Pacific Forum on Educational Integrity, retrieved 23 October 2013 from:
http://web.science.mq.edu.au/conferences/6apcei/Proceedings/6APCEI_Proceedings.pdf

Read more on
http://web.science.mq.edu.au/academic-integrity/index.html

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Project Approach

A crucial feature of this project is that it aims to explore academic integrity as a student-led and student-driven bottom-up approach, intended to supplement the administration-driven top-down approach to academic integrity. Naturally, in order to successfully get students engaged in academic integrity related activities, we need to understand student perceptions and attutudes in this context, and ensure that the approach undertaken is considered feasible by relevant, experienced stakeholders. For this reason, it was important to gather relevant information from students and appropriate staff, both quantitative as well as qualitative, and analyse it.

Academic Integrity Student Survey (December 2012 - May 2013)

A sizable number of students (jointly 5538 from three institutions: Macquarie University [MQ], Australian Catholic University [ACU] and Sydney University [USyd], together with SIBT as part of MQ) participated in this initial data collection component of the project. The data gathered from this anonymous, online survey identified how students perceive academic integrity, gaps in how academic integrity principles and policies are disseminated at institutions, and has provided insight into how students (prefer to) engage with academic integrity processes and resources at their enrolled institution. Crucially, findings from the survey were also used to identify the key issues that formed focus group discussion points for student focus groups and the questions utilised in structured interviews questions. Demographic data was sought in order to test for relationships between the type of student and preferences with regards to resources and mode of engagement with academic integrity information.

Student Focus Groups (June - August 2013)

Following the academic integrity online student survey, focus groups were conducted with 40 student volunteers from the three institutions that participated in the survey. To include a more diverse range of students in this component of the data collection, the project allowed distance students to respond to (onsite) focus group questions via an online questionnaire. The aim of the focus groups was to identify deeper contextual issues regarding student expectations, preconceptions and concerns about academic honesty and to obtain suggestions to improve student engagement with academic integrity. We also identified resources that students were most likely to engage with. Detailed insight into students' experiences of the academic integrity culture at their universities was garnered, together with feedback regarding the viability of a student academic integrity group.

Structured Interviews (August - December 2013)

To explore the feasibility of a grass-roots level student group to promote academic integrity, and to assess the applicability of such a concept across different university environments, structured, 20-minute telephone interviews were conducted with staff and student with the following positions:

Student Ombudspersons/Deans of Student

Student Representative Council members or other student leaders

Academic Advocacy Officers

Grievance officers

Welfare officers

Equity officers

Student Association, Union or Guild Officers

Student Services staff

Forty interviews have been conducted across 20 out of the 39 Australian universities. Given their particular roles and responsibilities, these participants were in a unique position to provide insight into the unique issues that students face with regards to engaging with academic integrity processes on campus (i.e., perceptions of the efficacy of various policies, common problems faced by students and suggestions on how to alleviate academic misconduct).

Academic Integrity Student Group Brainstorm (ongoing) *current stage*

The project is currently in the process of recruiting interested students at Macquarie University and assisting them in formulating terms of reference for the academic integrity student group. Based on feedback collected from students and staff in the three data collection stages of the project, the envisaged roles, function and recommended activities of the academic integrity student society are depicted for easy reference in the following diagrams.

Figure 1: Roles of Academic Integrity student group

Figure 2: Main functions and activities of Academic Integrity student group

Merge with International Academic Integrity Matters Student Organisation (IAIMSO) - setting up the first international chapter

The newly implemented academic integrity student group at Macquarie University will be invited to join the IAIMSO, founded by the Academic Integrity Student Organisation at UC San Diego and its Director, international academic integrity expert, Dr Tricia Bertram Gallant, in 2011. IAIMSO consists of student leaders from all levels of education from high school to graduate school. The overall aim of the Organisation is to positively affect academic integrity culture via education and outreach programs. Participation in IAIMSO will afford Macquarie Chapter students the chance to work together with like-minded students in the US and other countries; improve leadership skills and provide students with the opportunity to make a lasting, positive contribution to academic integrity.
Dr Tricia Betram Gallant tells us more about IAIMSO

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A crucial feature of this project is that it aims to explore academic integrity as a student-led and student-driven bottom-up approach, intended to supplement the administration-driven top-down approach to academic integrity. Naturally, in order to successfully get students engaged in academic integrity related activities, we need to understand student perceptions and attutudes in this context, and ensure that the approach undertaken is considered feasible by relevant, experienced stakeholders.

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Academic integrity best practice principles

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Academic integrity best practice principles

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For those who are interested in further reading about academic integrity in Australian Universities
Source: Australian Universities
Retrieved 3 2020

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Everything you need to know about 'contract cheating'

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Everything you need to know about 'contract cheating'

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Source: Turnitin
Retrieved 2019

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Source: TEQSA
Retrieved 2019

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TEQSA Academic Integrity Project workshop 1 Nov 2019