Plagiarism by university students: the problem and various suggestions

The situation: Plagiarism, using other people’s words or ideas whilst not giving proper recognition, is just one part of the general problem of cheating. Anecdotal proof as well as a few studies propose that student cheating is significantly more common than usually accepted. Despite the fact that examinations are believed to restrict cheating more than assignments, the level of cheating on assessments may be higher for any other evaluation mode.)
Most cheating is undetected. For each pupil caught plagiarising, it is almost assured that many more plagiarisers escape detection.
Elimination of plagiarism by discovery and penalties requires a large workforce and subsequently close to impossible. One article recommends that, to find plagiarism, each essay has to be reviewed four times. But this only picks up copying from published sources. Copying from other assignments, or dishonest authorship of essays, is seldom detectable or provable.
More importantly, the regulating approach to plagiarism is educationally counterproductive. Pupils should really be inspired to model themselves on the best thinkers and, in addition, to think critically and be original. This is not really feasible if they're perpetually being scrutinised for intentional or accidental plagiarism.
Lowering plagiarism
The proposals here are targeted not to ‘eliminate’ plagiarism but alternatively to create the kind of academic environment where it is rare because both students and lecturers require the ultimate standards in one another. The goal should be to develop a lifestyle of regard for quality work.
Discussion
There needs to be much more specific debate of precisely what is meant by plagiarism and what is suitable acknowledgement in specific situations. This can include detailed illustrations in subject notes, discussion in lectures and articles in student newspapers.
Most students do address plagiarism very seriously. According to one investigation, the key issues as far as pupils are concerned are "fairness to writers and other pupils, the responsibility of students to do independent work, and regard for ownership rights."
What is perceived as appropriate recognition depends upon the subject matter and situation. Incorporating footnotes to a music score isn't a common practice! Departments and, in some instances, even individual professors may prefer to evolve their own guidelines.
Teachers and pupils must accept that the academic culture, with its acknowledgement of authorship, is at difference with many other areas of society. Undeclared duplicating is accepted by some school teachers. Misrepresentation of authorship is common practice among politicians, business executives and public sector administrators, who seldom give proper recognition to their speechwriters and junior staff.
Prevention: In many subjects, plagiarism can be moderated by effective layout of assignment questions, or pupil evaluation generally. For example, essay questions can be posed which request the student to relate to recently available newspaper or magazine articles, relate to personal experiences, or make connections between theory and example not found in the readings. This encourages students to do their own work without the specific concern about plagiarism. By contrast, providing long lists of possible assignment subjects, little updated from year to year, is a prescription for copying from published sources along with past assignments.
Acceptance of partnership
In some subjects, pupils commonly work together on papers, and this may be a valuable part of the educational process. If this is the case, it is far better to encourage students to recognise their collaboration, for instance by providing for group submissions as well as signed declarations allocating recognition for work done.
Acknowledgment by lecturers
Academics can provide a good example for pupils by providing appropriate recognition for suggestions in their lectures and subject notes. When academics are more explicit about the source for example, problems or approaches, this also helps pupils gain a better understanding of the position of their tutors in the development and communication of knowledge.
Learning by resubmission: Most pupils who plagiarise from printed sources do not grasp that it is improper. In contrast, most students realise that having another pupil write the assignment is wrong. When tutors take away marks or fail an essay due to plagiarism, the pupil is penalised but may not determine how to do it correctly.
An optional strategy is to allow, in some scenarios, resubmission with no penalty. Under this system, assignments with plagiarism can be resubmitted with the only alterations being applicable citation marks, footnotes, etc. The amended submission would then be graded by the original criterion. Consequently, the pupil gains understanding in giving correct acknowledgements. Needless to say, an assignment that is completely plagiarised would, on resubmission, be completely made up of quotes, and would get little credit!
A sense of proportion

Plagiarism is occasionally treated like a mortal sin. Thought to occur only rarely and warranting the most drastic punishment when discovered. The truth is different: plagiarism in minor forms is very common. Plagiarism needs to be fully understood as a straightforward issue of learning how to apply acknowledgements in the method required in an academic environment. The main goal should be on education, not penalties for transgressors.

Helpful links:

• JISC – plagiarism resources and advice from the Joint Information Systems Committee.
• http://www.plagiarismchecker.net/ – free plagiarism checking software and articles, resources and lesson plans on avoiding plagiarism.
• PlagiarismAdvice.org – JISC’s specific plagiarism advice website.