Persuasive Essay On Academic Dishonesty

Persuasive Essay On Academic Dishonesty-19
elevates the seriousness of contract cheating above what would normally apply to a case of plagiarism. should be suspension or expulsion’ (QAA, Harper and her colleagues (2018) report on the main types of penalties for cases of contract cheating as identified through a survey of staff at Australian universities.These included a range of responses from not knowing (28%), a warning or counselling (42%), a reduced mark (28%), resubmission (27%) and zero awarded for the assignment (37%), with only a minority of staff indicating that the penalty of suspension or exclusion/expulsion were applied (4% and 2% respectively).

elevates the seriousness of contract cheating above what would normally apply to a case of plagiarism. should be suspension or expulsion’ (QAA, Harper and her colleagues (2018) report on the main types of penalties for cases of contract cheating as identified through a survey of staff at Australian universities.These included a range of responses from not knowing (28%), a warning or counselling (42%), a reduced mark (28%), resubmission (27%) and zero awarded for the assignment (37%), with only a minority of staff indicating that the penalty of suspension or exclusion/expulsion were applied (4% and 2% respectively).

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Regarding the issue of contract cheating, it has been argued that as part of a multi-pronged strategy at an institution, ‘a focus on the positive issues of academic integrity may prevent and/or deter students from using … Institutions might draw on existing definitions of academic integrity to agree and build a shared understanding of commitment across the staff and student body, for example: ‘Academic integrity means acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research.

It is important for students, teachers, researchers and all staff to act in an honest way, be responsible for their actions, and show fairness in every part of their work.

Further, the implementation of a holistic approach must be applicable and responsive to the institutional context, with implementation entailing institutional resources to be committed and significant time for institutional change to be realised (Morris and Carroll, ).

Therefore, an essential starting point for change is a review of existing institutional policy and procedures for academic integrity matters.

Staff should be role models to students.’ (Exemplary Academic Integrity Project, ) and be positioned by a central academic integrity office (or equivalent), so that the policy (and any associated changes from a review process) can have an impact on addressing misconduct.

Findings from a recent survey of staff working in Australian universities has pointed to the value of policy, with a relatively high proportion of staff (51%) agreeing that policies and processes help to minimise contract cheating (Harper et al., ).

Over the last decade, a consensus has emerged that a holistic or multi-pronged strategy is required for higher education institutions to promote and support academic integrity, and effectively address its ‘shadow’ – student academic misconduct, particularly plagiarism, collusion and contract cheating (Bertram Gallant, ).

Such a strategy should have an educational emphasis, fostering students’ developing academic literacies; ensuring professional development for staff relating to academic integrity education, applying policy, and enhancing curriculum (e.g.

This raises the question of how in higher education we might respond.

Throughout higher education, it is crucial that academic integrity is promoted and re-asserted through international and national initiatives, and institutional policy and practice.

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