Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity?
Paper
Paper/Presentation Title | Criminal intent or cognitive dissonance: how does student self plagiarism fit into academic integrity? |
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Presentation Type | Paper |
Authors | Hartle, R. Todd (Author), Kimmins, Lindy (Author) and Huijser, Henk (Author) |
Editors | Martin, Brian |
Journal or Proceedings Title | Proceedings of the 4th Asia Pacific Conference on Educational Integrity (4APCEI) |
ERA Conference ID | 60081 |
Number of Pages | 14 |
Year | 2009 |
Place of Publication | Wollongong, Australia |
ISBN | 9781741281804 |
Web Address (URL) of Paper | http://ro.uow.edu.au/apcei/09/papers/5/ |
Conference/Event | 4APCEI: Educational Integrity: Creating an Inclusive Approach |
Asia-Pacific Educational Integrity Conference | |
Event Details | 4APCEI: Educational Integrity: Creating an Inclusive Approach Event Date 28 to end of 30 Sep 2009 Event Location Wollongong, Australia |
Event Details | Asia-Pacific Educational Integrity Conference |
Abstract | The discourse of plagiarism is speckled with punitive terms not out of place in a police officer's notes: detection, prevention, misconduct, rules, regulations, conventions, transgression, consequences, deter, trap, etc. This crime and punishment paradigm tends to be the norm in academic settings. The learning and teaching paradigm assumes that students are not filled with criminal intent, but rather are confused by the novel academic culture and its values. The discourse of learning and teaching includes: development, guidance, acknowledge, scholarly practice, communicate, familiarity, culture. Depending on the paradigm adopted, universities, teachers, and students will either focus on policies, punishments, and ways to cheat the system or on program design, assessments, and assimilating the values of academia. Self plagiarism is a pivotal issue that polarises these two paradigms. Viewed from a crime and punishment paradigm, self plagiarism is an intentional act of evading the required workload for a course by re-using previous work. Within a learning and teaching paradigm, self plagiarism is an oxymoron. We would like to explore the differences between these two paradigms by using self plagiarism as a focal point. |
Keywords | self plagiarism; academic integrity; discourse of plagiarism |
ANZSRC Field of Research 2020 | 390303. Higher education |
390102. Curriculum and pedagogy theory and development | |
500107. Professional ethics | |
Public Notes | No evidence on website of copyright restrictions. Open access on UoW repository. |
Byline Affiliations | Learning and Teaching Support Unit |
https://research.usq.edu.au/item/9z8y7/criminal-intent-or-cognitive-dissonance-how-does-student-self-plagiarism-fit-into-academic-integrity
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