Plagiarism: Do Students Know What It Is

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http://www.bioscience.heacademy.ac.uk/journal/vol8/beej-8-1.aspx

Plagiarism: Do Students Know What It Is?

Maureen M. Dawson and Joyce A. Overfield

Division of Health Science, School of Biology, Chemistry and Health Science, Manchester

Metropolitan University, Oxford Road, Manchester M1 5GD, UK

Date received: 23/03/2006 Date accepted: 18/07/2006

Abstract

The ability of students to plagiarise coursework assessments has been a topic of much debate

in recent years. The consequences of plagiarism for students may be devastating, since their

failure to learn and use appropriate study skills will affect both their university experience

and their subsequent career. This project set out to investigate students’ perceptions of what

constitutes plagiarism. A scenario-based questionnaire was given to undergraduate bioscience

students from Level 0, that is, Foundation level, to Level 3. Analysis of the completed

questionnaires showed student uncertainty about several aspects of plagiarism, including

downloading of material from the Internet. Students were unclear about the distinctions

between collusion, plagiarism and permissible group work. Thus, despite the media attention

given to plagiarism, students are not always aware of the boundaries between plagiarism and

acceptable practice. Since the penalties for plagiarising may be severe, it is essential that

guidelines are provided early in the programme. A case-study approach is more likely to

engage the students than issuing them with a set of penalties should they be caught.

As a result of these findings guidelines have been produced, aimed at addressing

misconceptions. Future work is planned to adapt the exercise to an interactive format within a

managed learning environment.

Keywords: plagiarism, collusion, questionnaire, scenario, guidelines

Introduction

During the last fifteen years, there has been a steady change in emphasis from examination-

based assessment to the continuous assessment of coursework (Brown, 2001). One of the

prime reasons for this shift of emphasis has been the need to assess both subject-specific and

generic skills in order to ensure fulfilment of learning outcomes, and the recognition that

examinations often assess only a limited range of skills. Thus, an undergraduate programme

in the Biosciences involves a variety of assessments such as essays, laboratory reports,

posters, problem-based learning, projects and dissertations in addition to more formal

examinations. The opportunity to plagiarise from books and journals in written coursework

has always existed but the extensive development and use of the Internet as a source of

learning materials has enabled students to download and plagiarise information much more

easily (Evans, 2000; Park, 2003).

Higher Education Institutions (HEIs) in the UK have recognised that extensive plagiarism 
exists (Szabo and Underwood, 2004) and many take great pains to inform their students of 
the penalties which will be incurred if students are caught plagiarising. Other approaches 
taken by individual universities and university departments include investment in electronic 
detection of plagiarism (Mottley, 2004) including use of the JISC plagiarism detection service
(JISCPDS, now called Turnitin UK) (http://www.submit.ac.uk) and in the design of 
assessments that offer less chance for plagiarism (Carroll, 2002). However, it is possible that 
there is a disparity between the views of the students, the tutors and the University on what 
constitutes plagiarism, and that there is a consequent need, and indeed a requirement to 
inform students of the precise range of activities covered by the term (Parlour, 1995). 
Furthermore, tutors need also to assess their students’ understanding of plagiarism in the 
context of the range of assignments and activities in which they are involved (Stefani and 
Carroll, 2001). 
Case studies and scenarios have been used successfully to engage students in the learning 
process (Davis and Wilcock, 2006; Kreber, 2001). Embedding such an approach within the 
relevant subject area would seem to be useful both to evaluate student perception and to raise 
their awareness of plagiarism. In addition, the multiple choice question (MCQ) format is 
familiar to new students and allows them to choose from a range of answers. Finally, 
information about plagiarism is best provided during the early stages of the students’ 
programmes of study, prior to their undertaking any assignments. 
The student population within HEIs in the UK is becoming increasingly diverse (Dearing, 
1997; HEFCE, 2000, Farrelly, 2003). This diversity embraces academic background, age, 
social class, ethnicity and nationality, mode of study. As a result of this, academics must 
become aware of the range of pre-university student experience and how this may impact on 
the students’ awareness of plagiarism. The aims of this study were to determine what students
believe constitutes plagiarism by using a case scenario-based questionnaire, and to produce 
guidelines for students on what plagiarism actually means, based on the results of the 
questionnaire. 
Methods 
A questionnaire was devised which contained three MCQs and six case-study scenarios based
on actual experience within Bioscience (see Figures 1 and 5-10. A complete version of the 
plagiarism questionnaire is provided as supplementary material). The MCQs included 
questions on the definition of plagiarism, why plagiarism is wrong and what constitutes 
collusion. The case studies covered the citing of information derived from a passage in a text 
book (Case scenarios 1,2), incorporation of information from websites into student 
assignments (Case scenario 3), students working together, including joint preparation and 
sharing of information for assignments (Case scenario 4, 6), and finally the citing of diagrams
obtained from textbooks and websites (Case scenario 5). Details of the MCQ and case studies
are given in the results section. 
Figure 1: Multiple Choice Questions 
Introduction

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http://www.bioscience.heacademy.ac.uk/journal/vol8/beej-8-1.aspx Plagiarism: Do Students Know What It Is? Maureen M. Dawson and Joyce A. Overfield Division of Health Science, School of Biology, Chemistry and Health Science, Manchester Metropolitan University, Oxford Road, Manchester M1 5GD, UK Date received: 23/03/2006 ??????Date accepted: 18/07/2006 Abstract The ability of students to plagiarise coursework assessments has been a topic of much debate in recent years. The consequences of plagiarism for students may be devastating, since their failure to learn and use appropriate study skills will affect both their university experience and their subsequent career. This project set out to investigate students' perceptions of what constitutes plagiarism. A scenario-based questionnaire was given to undergraduate bioscience students from Level 0, that is, Foundation level, to Level 3. Analysis of the completed questionnaires showed student uncertainty about several aspects of plagiarism, including downloading of material from the Internet. Students were unclear about the distinctions between collusion, plagiarism and permissible group work. Thus, despite the media attention given to plagiarism, students are not always aware of the boundaries between plagiarism and acceptable practice. Since the penalties for plagiarising may be severe, it is essential that guidelines are provided early in the programme. A case-study approach is more likely to engage the students than issuing them ...
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