首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
Local plagiarisms   总被引：1，自引：0，他引：1  
Plagiarism and collusion are significant issues for most lecturers whatever their discipline, and to universities and the higher education sector. Universities respond to these issues by developing institutional definitions of plagiarism, which are intended to apply to all instances of plagiarism and collusion. This article first suggests that plagiarism and collusion are related instances of the desirable phenomenon of intertextuality, but which are defined as transgressive, that is, intertextuality that crosses a boundary defining relationships that are inappropriate in a specific context. The article then goes on to show, through interviews with lecturers in a variety of disciplines, that lecturers’ interpretations of inappropriate or transgressive intertextuality vary for reasons including the expectations and practices of the discipline. The article suggests that transgressive intertextuality needs to be defined according to the disciplinary expectations and that a single institutional definition may be inadequate to defining varying disciplinary perspectives.  相似文献   

2.
The mind of a plagiarist   总被引：1，自引：0，他引：1  
The ease with which material may be ‘copied and pasted’ from the Internet into written work is raising concern in educational institutions, and particularly in those disciplines that use online sources and methods in their curriculum. A case of ‘serial plagiarism’ is discussed, in the work of a graduate student in an online distance education program. The complexity of the student’s thinking is emphasized, and the manner in which the case was handled by the teacher and the university. The use of an online plagiarism‐checking technology (Turnitin.com) and the value of such services are discussed. The case illustrates the importance of explaining the precise nature of plagiarism to students, of providing clear warnings about its consequences and of developing a careful institutional approach to plagiarism detection and prevention.  相似文献   

3.
This paper explores why an institutional framework for dealing with plagiarism by students is necessary and it outlines the main ingredients of such a framework that has been developed at Lancaster University. It defines plagiarism as a form of academic malpractice and frames it as a breach of academic integrity. The framework places a strong emphasis on prevention and education, backed up by robust and transparent procedures for detecting and punishing plagiarism. It is informed by a number of core pillars, including transparency, ownership, responsibility, academic integrity, compatibility with the institution's academic culture, focus on prevention and deterrence and support for and development of students' skills. The key criteria in evaluating the usefulness of such an institutional framework are transparency, appropriateness, fairness and consistency.  相似文献   

4.
高等教育国际化既是新时代我国高等教育高质量发展的应然要求，也是参与全球教育治理体系和彰显全球教育治理能力的重要尺度。从全球治理的视域出发，构建“价值共识-制度公约-组织协商”的多维度分析框架，以此梳理我国高等教育国际化实践从接纳共享到输出共享、从场外接轨到场内共建、从松散联合到协作共商的演变特征，并揭示出当前我国高等教育国际化发展面临三大矛盾：价值共识共享中的路径依赖掣肘、制度公约共建中的本土角色暗淡、组织协商共商中的合力发挥不足。基于此，我们应加强文化自觉，构建中国高等教育国际话语体系；提升制度能力，深度参与高等教育国际规则的实施与制定；注重多元面向，打造分层分类的国际化网络协商新格局，以提升我国高等教育国际化水平和全球教育治理能力。  相似文献   

5.
Plagiarism is a concept that is difficult to define. Although most higher education institutions have policies aimed at minimising and addressing student plagiarism, little research has examined the ways in which plagiarism is discursively constructed in university policy documents, or the connections and disconnections between institutional and student understandings of plagiarism in higher education. This article reports on a study that explored students’ understandings of plagiarism in relation to institutional plagiarism discourses at a New Zealand university. The qualitative study involved interviews with 21 undergraduate students, and analysis of University plagiarism policy documents. The University policy documents revealed moral and regulatory discourses. In the interviews, students predominantly drew on ethico-legal discourses, which reflected the discourses in the policy documents. However, the students also drew on (un)fairness discourses, confusion discourses, and, to a lesser extent, learning discourses. Notably, learning discourses were absent in the University policy. Our findings revealed tensions between the ways plagiarism was framed in institutional policy documents, and students’ understandings of plagiarism and academic writing. We suggest that, in order to support students’ acquisition of academic writing skills, plagiarism should be framed in relation to ‘learning to write’, rather than as a moral issue.  相似文献   

6.
Plagiarism needs to be addressed to maintain academic standards and to safeguard the integrity of the academic project. With the evolving digital world, conventional methods of addressing plagiarism are gradually being dismissed in favour of new technologies. Unfortunately, there is a general misunderstanding about what such technologies do. This paper was written from a PhD study, and looks at how such misunderstandings emerge across the higher education sector of one country. Institutional policies and other documents related to plagiarism were analysed from public universities across South Africa, and this was then augmented with interviews with members of institutional plagiarism committees. The results of the study revealed that technology is a key facet in these universities’ attempts to reduce the incidents of plagiarism, and that Turnitin is the most favored text-matching tool. However, the software is misunderstood to be predominantly a plagiarism detection tool for policing purposes, ignoring its educational potential for student development. The implication is that, if Turnitin is primarily used as a policing tool, students are not only denied access to nuanced pedagogical interventions that might develop their academic writing, but its misuse could also change students’ behavior in undesirable ways.  相似文献   

7.
The further education (FE) sector in England has experienced two decades of marketisation. This article takes as its focus the first five years of incorporation (1993–1998) for one case study college in a city (‘Coppleton’) in the West Midlands of England, five years that were dominated by a contract dispute. Data from interviews with trade unionists active in Coppleton College (anonymised name) and from a trade union archive are set against selected official College documents in a genealogical enquiry into the college's corporate identity as an educational institution and employer during this time. This article looks behind the ‘legibility’ of the incorporated college and its knowledge production practices and focuses on excluded narratives, specifically the experiences of union activists caught up in a new era of industrial relations. In analysing the data, theories of New Public Management and marketisation reveal that Coppleton College has features that make it culturally distinct from its unincorporated forebear. The corporation as an institutional model – it is argued – brought with it features including institutional self-interest, an authoritarian culture, the erosion of trust, and the stifling of dissent as part of an incorporated view of knowledge production that worked against staff and the public interest.  相似文献   

8.
One of the more persuasive arguments for school sector differences in students' educational performance is the role of the senior school curriculum, which is stratified, socially selective, and has an important bearing on educational outcomes. In addition, the stratified curriculum may also contribute to socioeconomic inequalities in education by directing students from higher socioeconomic backgrounds to the most beneficial aspects of the curriculum. This paper finds that course taken has strong effects on university entrance performance and participation, but its effects are largely independent of school sector and socioeconomic background. Only about 10% of the effect of attending an independent school on tertiary entrance performance can be attributed to course type (net of other factors) and about 14% of the effect of socioeconomic background. This suggests that curriculum stratification plays only a minor role in mediating the influences of school sector and socioeconomic background on educational outcomes.  相似文献   

9.
A general inductive analysis was applied to 98 submissions made to a recent review of New Zealand’s tertiary education system, primarily to enable those interested to engage with multiple viewpoints about this highly complex educational system. The analysis yielded three substantial themes that reoccur throughout the submissions and that may warrant further research. The three themes relate to: competition, incorporating willingness and ability to compete at different levels in the sector; trust, incorporating expectations of being trusted to provide high-quality educational support for all learners as well as, to varying degrees, an expectation that the broad outcomes of this high-quality educational support should be trusted, rather than measured, by all stakeholders; and the purpose of the educational endeavour being considered and whether or not different parts of the sector do, or should, emphasise different purposes. The analysis yielded a model or theory about the underlying structure of the experiences illustrated by the 98 submissions that may assist those interested in tertiary education to address the new models of tertiary education being considered by the review.  相似文献   

10.
Higher education has a major contribution to make to the socio-economic and cultural life of contemporary Poland. The importance of promoting a continuous development in the tertiary educational sector is widely acknowledged throughout the world. In many countries, the number of students is still increasing, to reach or even to exceed a third of the relevant cohort. Yet in Poland the crisis of higher education which has been observed for some years has led to a rapid decline in student numbers. It is the purpose of the present article to look at underlying causes, including demographic, economic and other factors. Attention will be paid to the whole sector of higher education, but also to specific schools and faculties, and to the participation of women in particular. The impact of state educational policy will be considered, as will the changes in the interests and aspirations of the young generation. The focus is on quantitative changes in tertiary education, but some general conclusions will be drawn from them and an attempt will be made to assess their socio-economic and cultural implications.  相似文献   

11.
This article focuses on institutional arrangements in education across Western countries. It essentially deals with the recent trend towards extended school choice presumably aimed at creating a competitive environment for schools and teachers. For many years the functioning of educational systems, in particular the way schools were institutionally co-ordinated, was not perceived as fundamental to economic analysis. But more and more economists now believe that the institutional setting in which schools are embedded-their governance structure-is decisive regarding both efficiency and equity. In this respect, it is worth noting that most Western countries rely essentially on bureaucratic control to co-ordinate their educational sector. Yet some of them, such as Belgium, The Netherlands, England and Wales, New Zealand and Sweden incorporate market-oriented mechanisms at the heart of their institutional arrangements. The main focus of this article is to analyse the origins, as well as the economic relevance, of this-in some cases relatively recent-tendency to mix bureaucratic and market approaches to education.  相似文献   

12.
What accounts for the rapid growth in the For-Profit (FP) higher education sector in the US? How will its growth influence educational opportunity and degree attainment rates in a country that first pioneered a mass higher education built largely on expanding public colleges and universities? The current US experience is a version of what I call the ‘Brazilian Effect’: when public higher education cannot keep pace with growing public demand for access and programmes, governments often allow FP's to rush in and help fill the gap, becoming a much larger and sometimes dominant provider. This is the pattern in many developing economies such as Brazil, Korea, Poland and other parts of the world. Despite new federal regulations intended to better regulate For-Profits, my prediction is that they will continue to grow over the long-term in the US not so much because they meet societal demands for diverse forms of higher education, but because of the inability of the public sector to return to the levels of public subsidies they had in the past. The result now, and in the future, is a kind of policy default: the future tertiary market will not be the result of a well thought out policy at the national or state levels, but a quasi-free market consequence that will foster lower quality providers and fail to meet national goals for increasing the educational attainment level of Americans. This article discusses how higher education policymaking is about broad issues of socioeconomic mobility and economic competitiveness, but it is also about money, big business, and political influence.  相似文献   

13.
The recent explosion of Chinese students in Australian universities presents serious challenges for staff in higher education as we try to meet the conflicting demands of our positions. On one hand, we must offer diverse international students opportunity to compete equitably with their Australian counterparts and to receive an appropriate ‘Western’ education; on the other, we must work within the university's education policies which, ironically, have become increasingly homogenising. We here suggest that Confucian philosophy can offer us two-fold insight: first, into the ‘educability’ of international students and, second, into our roles as education providers. In this paper we present the philosophy, curriculum and outcomes of a 3rd-year Asian Studies course targeted exclusively to speakers of Chinese, in order to evaluate the importance of providing these students with fair and rigorous opportunities that are directly relevant to their educational aspirations. This course was specifically designed to meet the university's mandated ‘graduate attributes’ by developing students' command of written critique following ‘Western’ conventions of logical argument and without plagiarism. It is based on a theoretically transcultural ‘pedagogy of connection’ and, significantly, it is conducted bilingually in English and Chinese. Through a qualitative, constructivist analysis of this course, we argue the importance of dismantling the dominant, invisible, monolingual framing of Australian higher education in the strategic practice of course design, delivery and assessment so that prescribed Anglo-Celtic institutional goals can be realised equitably for international students.  相似文献   

14.
The article presents the rationale, methodology, and selected outcomes from More than a body's work, a collaborative, international, arts educational interactive research project. The project, taking place in both New York and England, explored the ways in which young people construct and ‘perform’ identity through the construction of their body and its appearance. The project's central intention was both to investigate diversity in young people's personal and cultural experience, and demonstrate their potential for creative engagement in mediating and expressing identity through a visual form. With its inclusive ethos, More than a body's work facilitated opportunities for young people who may not ordinarily have access to the arts to be partners in collaborative arts production, generating models of wider participation through innovative participatory approaches to visual art and interdisciplinary practice. The ongoing project is developmental, continuing to involve young people as participants, responding to the synthesis of local, national and international influences creatively deployed within youth culture. In considering More than a body's work's significance as a model for inclusive practice within art education, the article will discuss its strategies and its potential impact in relation to current initiatives and policies within the arts, culture and education.  相似文献   

15.
This paper uses poststructuralist theories of governmentality, agency, consumption and Barry’s (2001) concept of Technological Societies, as a heuristic framework to trace the role of online education technologies in the instantiation of subjectification processes within contemporary Australian universities. This case study of the unintended effects of the adoption and usage of an online educational technology (WebFreedom) for online examinations in an Australian university setting is analysed using poststructuralist theories of governmentality, agency and consumption. The analysis demonstrates how techniques of governing the learning practices of students via online educational technologies intersect with the agentive capacity of students who are relocated as consumers in the higher education marketplace. In particular the paper focuses on the production of unintended localized online examination behaviours resulting in a form of ‘subterranean ethics’ or cheating in online exams. The results from this case study raise critical questions concerning the ways in which both students and tertiary educators are constituted within neoliberal governmental thought, as well as the ways in which students produce themselves in practice as autonomous agents and educational consumers within tertiary education. Suggestions on the focus of future research in the area are discussed.  相似文献   

16.
Schools offer powerful scope for viewing and comprehending the wider society in which they are produced and replicated. The ways in which schools are structured, positioned, funded, managed, appreciated, critiqued, cared for and neglected, presents us with a means for seeing beyond the rhetoric of a nation state to the lived realities faced by its citizens. In this paper I want to link the development of Australian educational policies to shifts in socio-cultural thought and practice that reflect and reproduce a mobile modernity. I am interested in school funding policies as they relate to the private, or non-government education sector from the late colonial period to these so-called neo-liberal/late modern times. The interrogated scenes shift about amongst a complex of interrelated fields, from the urban to the rural, the public and the private, as well as the primary, secondary and tertiary layers of educational “offerings”. The periodization reveals a loosening of commitments to a secular, state-centred, welfare-focused modernity, towards a privatizing, individualizing “second modernity”. Drawing from a range of empirical studies of school choice I highlight the shifting ideas and practices of those involved in the re-production of both public and private schools either as professionals/workers in the system, or as “consumers” of the products available in education’s “quasi-markets”.  相似文献   

17.
The ready availability of Internet resources has made it easier than ever for students to plagiarize and many higher education institutions have resorted to checking essays with plagiarism detection software. Student behaviour is likely to change in response to this increased scrutiny but not necessarily in the desired direction. Internet technology facilitates a ‘cut and paste’ assembly‐line approach to essay writing that will persist despite the use of plagiarism software. It is predicted that students will resort to increased use of paraphrase in order to drop below the radar of the detection software. To illustrate this trend, samples of student essays are analysed and limitations of plagiarism software discussed. The paper concludes with suggestions for developing a coordinated institutional policy on plagiarism, and recommends that policy encompass training and educational initiatives to complement any enforcement strategy using plagiarism software.  相似文献   

18.
Beginning from the argument that the sociology of educational knowledge remains a sociology without a theory of knowledge, this paper illustrates the significance of the structuring of knowledge for the development of intellectual fields through a study of cultural studies in British higher education. The paper presents a means of bridging the divide between analyses of 'relations to' and 'relations within' education (Basil Bernstein) by conceiving educational knowledge as legitimation, i.e. as both positioned strategies within a field of struggles and potentially legitimate truth claims. First, the institutional trajectory of and claims made for cultural studies by its proponents are outlined. Analysis of the underlying principles of this language of legitimation is developed into a generative conceptualisation of modes of legitimation, and cultural studies is defined as a knower mode, where knowledge is reduced to the knower and epistemology replaced by sociology. Using this framework, cultural studies is then analysed in terms of: (i) relations to its institutional trajectory (developing Pierre Bourdieu's 'field' approach); and (ii) relations within its mode of legitimation, focusing on their ramifications for the field's structure. It is argued that legitimation embraces the insights of both approaches, thereby contributing to a cumulative and epistemological sociology of educational knowledge.  相似文献   

19.
ABSTRACT

Despite the overall proliferation of technology and its impact on people's everyday lives, tertiary education institutions generally have yet to utilise the educational potential of information technology. There is an enormous disparity between technology as an educational resource outside of these institutions and as a medium for learning inside. The same is generally true for teacher education programmes within institutes of higher education.  相似文献   

20.

The 'drop-out' of working-class students from universities has been identified as one of the most pressing issues for the higher education (HE) sector in the United Kingdom. This article draws on the initial findings of a major research project that explores the meanings and implications of such withdrawal from HE amongst young working-class people. The article argues that drop-out should be seen not just as an educational problem, but also as a manifestation of sociocultural change. To understand drop-out we need to look beyond student support needs or institutional barriers to cultural narratives and local contexts. This enables us to use a sociological frame to understand the educational question, and employ the educational data to contribute to sociological debates on class. The article analyses 'drop-out' as a self-fulfilling cultural narrative that is increasingly connoted as working class, as well as being a consequence of the material exigencies of working-class circumstances. It illustrates how class identity mutates yet stays the same, with the working class still positioned in terms of 'lack'. Although the possibility of university study has become a part of working-class identity, the expectation that this experience may be 'flawed' or 'spoilt' has also become engrained. The article analyses drop-out as two sides of one coin: as both significantly influenced by local culture and as having a perceived impact upon that culture, with different effects in different locales.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号