Ma Students' Viewpoints about Academic Misconduct, Its Reasons and Anti-Plagiarism Policies and Procedures in Iran

By Nemati, Azadeh | Modern Journal of Language Teaching Methods, May 1, 2016 | Go to article overview

Ma Students' Viewpoints about Academic Misconduct, Its Reasons and Anti-Plagiarism Policies and Procedures in Iran


Nemati, Azadeh, Modern Journal of Language Teaching Methods


Introduction

University students can find all the information they need to do their assignments in the net and as a result this accessibility and popularity of the internet catapulted plagiarism to a new height. In 2001 McCabe and his colleagues reported that roughly 82 percent of the students cheat. The most common definition of plagiarism is using different sources without mentioning the source is called plagiarism which is a problem in higher education. McCabe (2005) believed that the problem of plagiarism is further aggravated by the advent of internet and the World Wide Web. Therefore, some certain rules must be observed to prevent the wanted or unwanted plagiarism and academic misconduct.

Plagiarism and academic misconducts appears to be steadily increasing not only across college and university campuses but also within other groups such as scholarly and scientific communities (Schrimsher, 2011). In the educational setting plagiarism can attack the goal of academic integrity (Loutzenhiser, Pita & Reed, 2006). Plagiarism is not bound to a culture or country. Glendinng (2014) reported of a complete research undertaken for project Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE). It is stated that Asian students have been proved of the largest number of students responding to plagiarism (Introna, et al., 2003). As a result it is necessary for educators to have a comprehensive understanding of the status of plagiarism and its related issues in Iran. In this line the main purposes of the present study are to find the familiarity of the students with academic misconduct and its different types, the most common reasons for doing plagiarism, and anti-plagiarism policies and procedures on the side of university and faculties in Iran.

Review of literature

With the popularity of the word "plagiarism" academic misconduct remains rife on universities worldwide. Scholars argue that attitudes toward academic misconduct are different in different cultures and countries. At western universities plagiarism is widely assumed as ethically wrong and the risk of punishment is discovered (Wheeler, 2014). While Wheeler (2014) stated that in contrast negative connotations of plagiarism do not extend beyond the west. He argued in East Asian societies there is little concept of word owner ship. As a result students don't hesitate to copy and paste or they think citing the original author is unnecessary. The author exemplifies Japanese students as a case in point.

The first proposal for the Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE) was developed during 2009. Before this time very little research had been conducted in European countries (Glendinning, 2014). McCabe (2005) reported data generated as part of Academic Integrity Assessment Project conducted by the Center For Academic Integrity at Duke University from 80,000 students and 12,000 faculty in the United states and Canada. The findings documented plagiarism and cheating in those universities. To promote students' academic integrity he proposed "honor code strategies".

Marshal and Garry (2006) compared the attitudes and perceptions of non- English speaking background (NESB) with English speaking background (ESB). The results indicated that plagiarism is not only common but also NESB students are more likely to engage in plagiarism than ESB students.

Academic misconduct can have different sources and can be considered from different aspects. Schrimsher (2011) gathered data from 681 students from Samford University about their attitude regarding plagiarism. The result indicated that faculty should clarify their expectations to prevent cheating or misconduct. The same results were obtained by Foltynek et al. (2014). It would appear that better understanding of student' educational need can help students to avoid plagiarism in a more effective way.

Moore (2014) researched on accuracy of referencing and patterns of plagiarism in electronically published theses in Finland. …

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