Plagiarism Prevention Using Automated Tools

By Radcliffe, P. J.; Rudolph, H. | Australasian Journal of Engineering Education, June 2008 | Go to article overview

Plagiarism Prevention Using Automated Tools


Radcliffe, P. J., Rudolph, H., Australasian Journal of Engineering Education


1 THE CHANGING FACE OF STUDENT MOTIVATION

The traditional view has been that the majority of university students are at university in order to acquire skills and knowledge simply for the pursuit of knowledge in its own right, to attain a career, or at the very minimum to pass the degree title with high enough marks to be attractive to an employer (Aronowitz, 2000). It is assumed that students must be motivated by such long-term goals otherwise they would not be at university in the first place. In the full-fee environment of the pre-Whitlam era that was probably a valid assumption because the norm for high school graduates was not to go to university but rather to enter the work force, often leaving school before year 12. The decision to go to university was often difficult, largely restricted to the professional and moneyed classes, and beyond the financial reach of the majority.

Even before the later Dawkins "reforms" of the school system many students went to "tech schools", whose main aim was that of placing students in trade apprenticeships. As in the pre-Whitlam period many students chose a non-university pathway. Under Dawkins, high schools and tech schools were amalgamated, and in the majority of cases became simply high schools. There are good arguments that this caused the trade skills shortages we see now in Australia.

The situation we face today is that the majority of students are funnelled into university (ABS, 2005), in fact university has become the default path for students with any academic potential (Scott, 1995). The path to university is no longer just the result of active and difficult choices that are usually related to long-term goals and motivations (Bennett, 2005; Sheard et al, 2003). The authors have had extensive discussions with large numbers of first and second year students in the School of Electrical & Computer Engineering at RMIT, including focus groups, "student at risk" interviews and a survey of the entire second year cohort. Like Ashworth et al (1997), we found the value of written surveys a little suspect, and the better value is in the focus groups and interviews. It is clear that many students come to university for other reasons such as:

* "It's expected of me by parents, teachers and peers."

* "It was the default destination after high school."

* "It was better than being unemployed."

* "Full-time menial work is boring/degrading/ hard."

Focus group discussion would seem to indicate around 60% of first and second year students fall within this category. It appears that few of the above reasons support the deeper motivation borne of clearly autonomous choices (Deci & Ryan, 1987). It would be interesting to test this observation with a more rigorous study.

Such reasons do not translate into an internalised, meaningful, long-term motivation for going to university and so we contend that such students become motivated by short-term goals. From focus groups, student at risk interviews and surveys the common short-term goals observed in the student body include:

* University is only one (often a small) part of life.

* Make more time available for paid employment.

* "Get a good mark" (which is not the same as skills development and knowledge acquisition).

* Minimise work, maximise leisure.

The lack of long-term goals could be expected to change the way students behave, and consequently the education pedagogy that is behind the design of university subjects and degree programs (Roderick & Engel, 2001). Failure to alter pedagogy in the face of changing student attitudes and behaviour can be expected to result in a variety of problems in the education process and the ideal education output--a professional and highly skilled graduate.

2 CASE STUDY: ENGINEERING COMPUTING

The consequences of short-term goals can be seen in a recent restructure of first and second year Engineering Computing at the School of Electrical & Computer Engineering at RMIT. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Plagiarism Prevention Using Automated Tools
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.