Copying and Plagiarism at University

Copying and plagiarism have always been apparent for various reasons and manifested in many ways.  Reasons can include rote learning via pedagogy versus andragogy, not coping or under time pressure which can lead to short cuts that can be easily identified by software such as Turnitin.

From Henrietta Cook in The Sydney Morning Herald:

How unis can beat the cheats by finding ‘fingerprints’ in their essays.

The tell tale signs of a cheat could be lurking in a comma or a seemingly innocuous double space after a full stop.

As universities grapple with a rise in contract cheating – which involves students outsourcing their assessments – technology is clamping down on the unethical practice by monitoring students’ unique writing styles.

The software, which has been created by US-based company Turnitin and will be launched later this year, is being developed and tested at Australian institutions including Deakin University, the University of New South Wales, the University of Wollongong and the University of Queensland.

Forensic linguists – the experts who scrutinise ransom notes and suspicious wills – helped identify 70 different factors that feed into a person’s unique writing style.

These include the use of commas, parentheses and dashes, how they list examples and whether they double space after a full stop…

…. Universities Australia chief executive Catriona Jackson said universities were continually coming up with new ways to detect cheating.

“There’s a clear message to all students in this: if you try to cheat, it’s very likely that you’ll get caught. So just don’t do it.”’

 

Advice for students (and institutions) would be learn how to write academically (should be compulsory in all university foundation and/or bachelor degree programs), plan well with time management to include good research of references or sources, use required referencing system (correctly) included in process of note taking, paraphrasing and synthesis, have draft for checking by lecturers, tutors or learning advisors, for feedback.

Further, institutions could provide a generic TurnitIn point for students to check essay or report drafts and be rewarded for process, as well as grade outcomes.

For more articles and blogs about teaching, learning and assessment click through.

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Soft or Work Skills Development of Students for Employment

Soft or Work Skill Development

We often hear talk about generic work skills, soft skills or digital related, but what are they and why are they important?

Hard skills may shortlist you for a job interview, but soft skills will have you selected, and may include the following which could also be described as personal attributes or selection criteria:

 

Communication, Organization, Teamwork, Punctuality, Critical Thinking, Social Skills, Creativity, Interpersonal Communication, Adaptability and Friendliness (Berger 2016).

 

According to Harvard Business Review article ‘DEVELOPING EMPLOYEES: The Soft Skills of Great Digital Organizations’:

 

Smart organizations have recognized that introducing new technology into the workplace isn’t about hardware or software: it’s about wetware, also known as human beings. If you want to be the kind of nimble business that can make the most of successive waves of tech innovation, you need human beings who can adapt to change. That means equipping each person in your enterprise with the skills and mindset that will help them successfully adapt whenever you introduce new tools like Slack, Basecamp, or even Google Drive into your workplace. But what exactly are these digital skills? They may be more familiar and low-tech than you think (Samuel 2016).

 

These could include goal focus, collaboration, communication, learning, troubleshooting and enjoyment.

 

Another view from traditional work of soft skills would designate planning workload, communication, reports, presentations, collecting/using information, note taking, data literacy, projects, ethics, problem solving, decision making, team work, meetings, negotiation, stress management and reviewing one’s own personal skills and development (Bingham and Drew 1999).

 

How does one develop these soft or work skills for work, community and life?

 

According to Open Colleges Australia the following tips are needed to teach students soft skills:

30 Tips to Teach Soft Skills

  1. Give students authentic choices about how they’re going to learn and be assessed.
  2. Provide a learning environment where trust, initiative, and taking risks are encouraged.
  3. Hold all students to the same high standards.
  4. Model perseverance by not giving up on students.
  5. Support students by helping them find their own way.
  6. Demonstrate alternate paths to content mastery.
  7. Teach to the whole person (not just the “student”).
  8. Treat your students as mature individuals, even when they aren’t following instructions.
  9. Talk about tailoring communication styles for different audiences.
  10. 1Build students’ interpersonal skills through an environment of humility and respect.
  11. Help students practise taking on different roles in different situations.
  12. Differentiate opportunities for personal growth and opportunities for team growth.
  13. Cultivate a sense of responsibility through meaningful and unique contribution.
  14. Assign group exercises that give people the opportunity to speak, listen, write, organise, and lead.
  15. Assess learning through interactive evaluations that demand real-world demonstrations of learning.
  16. Challenge students’ reactions to new obstacles and situations.
  17. Emphasise that the same solution doesn’t necessarily work every time, even in the same situation.
  18. Incorporate exercises in delayed gratification in order to build persistence and grit.
  19. Start grading students on how well they listen to their peers.
  20. Discuss the importance of social-emotional intelligence in the real world.
  21. Design opportunities for students to build and demonstrate resilience.
  22. Make learning a personal experience, highlighting the way education shapes personality.
  23. Create opportunities for students to innovate, both on their own and in groups.
  24. Draw attention to the differences between online and in-person social etiquette.
  25. Reward students who are willing to admit they’re wrong.
  26. Recognise students who are committed to communicating ideas to others.
  27. Hold brainstorm sessions in which students list the possible uses for various soft skills.
  28. Help build motivation through principles of self-reliance (read: Emerson, Thoreau).
  29. Keep an open ear and encourage students to develop new thoughts and ideas they may have.
  30. Develop learning ability through greater awareness of individual learning processes (Briggs 2015).

 

Teaching, training or tutoring approaches to learning need to be centred upon student centred andragogy for adults not teacher centred pedagogy for children, see related article blog FLIPPED Model – Pedagogy or Andragogy in Higher Education Teaching Learning.

 

 

References:

 

Berger, G 2016, Data Reveals The Most In-demand Soft Skills Among Candidates, LinkedIn Talent Blog, 30 August, viewed 30 March 2018, < https://business.linkedin.com/talent-solutions/blog/trends-and-research/2016/most-indemand-soft-skills >

 

Bingham, R & Drew, S 1999, Key Work Skills, 1st edn, Gower Publishing Ltd., Aldershot.

 

Briggs, S 2015, 30 Tips to Cultivate Soft Skills in Your Students, Inform Ed – Open Colleges, 1 May, viewed 30 March 2018, < https://www.opencolleges.edu.au/informed/features/30-ways-to-cultivate-soft-skills-in-your-students >

 

Samuel, A 2016, ‘DEVELOPING EMPLOYEES: The Soft Skills of Great Digital Organizations’, Harvard Business Review, 5 February, viewed 21 March 2018,
< https://hbr.org/2016/02/the-soft-skills-of-great-digital-organizations >

Focus Group Research for Digital e-Marketing Strategy Development

Featured

Digital or e-Marketing Strategy Development
Research Design & Methodology

 

Optimal research is based on triangulation between scholarly and industry research representing a process with related factors, then analysis and coding of key stakeholder feedback according to same process.  Thirdly, it can be followed by quantitative data gathering or survey of customers’ attitudes on the factors that emerged, joining the circle or triangulation.

 

The literature review can highlight research and industry issues or views of marketing and communications for international education or related products and services, leading to an optimal marketing and communications construct to inform strategy and professional practice.  Additionally, to inform or validate any construct, qualitative data needs to be collected through focus type respondents from industry or target market, coded and analysed for inclusion of important factors in a survey instrument.

 

Quantitative data can be collected, described and analysed; resulting in a practical process and template for both small and large entities. It is limited neither to education nor marketing, but applicable to any workplace investigation or consulting, not unlike good investigative journalism or detective work or training needs analysis.

 

Research Approach Rationale

 

This data collection and qualitative research use the inductive approach, with grounded research methods, which informs development of a survey instrument, and represents the purchase decision process model.  The focus is ‘information search or discovery process’, produces data for analysis and then informs a generic marketing and communications model or template, for marketing and communication practitioners, through a process.

 

This is opposed to taking the deductive approach of testing a hypothesis already formed from previous research or practice, assuming data and a hypothesis or rationale is publicly available.  However, the deductive approach is precluded by the lack of the following: transparent marketing strategies, access to data, direct process based KPIs key performance indicators and ROI return on investment, meaningful analytics on student marketing and communications, and access to statistically significant sample population(s).

 

 

Effective medium or long-term strategy may be precluded by a short-term sales or ROI type of analysis of an annual marketing investment budget, evaluating only selected inputs and outputs, but neither processes nor future income streams.  Accordingly, with related scholastic research lacking in this field, a contemporary framework or construct reflecting both target market and changing technology, is needed to aid analysis and future marketing.

 

Research Design & Methodology

 

The research can start with question or proposal round ‘information seeking’, review of marketing research literature and education industry reports with expert focus respondent feedback.  From the latter, a survey instrument can be developed, piloted, data collected, then analysed according to descriptive statistics through e.g. Survey Monkey, then data tabulated, presented, analysed, reported and linked back for business applications.

 

Inductive Approach to Qualitative Research

 

One can take the approach of ‘theory first’ and test deduced hypotheses to verify theory, or conversely ‘theory after’, not starting with theory but collecting data to generate a theory or model.  This is not unlike inferring the significant factors that impact how Google and Facebook Page search algorithms affect SEO, when the algorithm is commercial in confidence.

 

The research is based on eliciting relevant process or factors to inform and develop a latent construct of optimal marketing and communications for students as purchasers, especially related to the information seeking phase or journey.  This construct, developed through inference, should suggest good industry practice that includes latent factors or (re)sources that allow students to find relevant information to analyse for a future purchase decision.

 

Advantages of this approach are that it allows one to take a research direction, it does not force respondents to adopt a restrictive theory or framework that may preclude relevant feedback (Saunders et al., 2009).  Such a construct can be used to develop a marketing and communications strategy or template, then used to develop initial, or compare existing, strategy and evaluate, according to users, clients or students; creating systematic process and utility in the sector.

 

Research Proposition

 

How do students’ or customers’ information seeking behaviours relate to marketing and communications strategy in international education or related service industries?

 

The research proposition posits that there is a relationship between more recent information seeking factors exemplified by digital, and the older WOM word of mouth, for a purchase decision process, with development of grounded, practical marketing and communication strategy.

 

This data collection and research focused mostly upon the similarities in recent digital based ‘information search or discovery process’, the factors that are related to this process and could be used to infer an optimal information seeking construct or model (Kotler & Keller, 2012).

 

Reference List:

 

Kotler, P. & Keller, K. (2012) Marketing Management. (14th Ed.) Upper Saddle River: Pearson Education – Prentice Hall.

 

Saunders, M., Lewis, P. & Thornhill, A. (2009) Research Methods for Business Students. (5th Ed.) Harlow UK: Pearson Education Ltd.

 

 

Diversity in Digital or e-Marketing Communications Strategy

Marketing and Communications
in Diverse Digital World

 

Hofstede Cultural Dimensions

 

Hofstede’s four cultural dimensions: ‘Power Distance, Avoidance of Uncertainty, Self vs the Group, Male vs Female’, all have significant impact on WOM and brand communication, plus a low or no negative WOM being important when engaging with target audience (Lam et al., 2009).  Hofstede’s dimensions are now six after being expanded further to include ‘Long-Short Term Orientation’, and ‘Indulgence-Restraint’ (Hofstede, 2011).

 

Marketing research and mapping of customer journey in digital and social media marketing

Diversity and Culture in Digital or e-Marketing Communication Strategy (Image copyright Pexels)

 

Some issues with this model include being culturally specific to IBM or the sample population at the time, predated wider access to travel, communications technology, newly emergent broad middle classes, with very significant regional and language differences within target market nations e.g. India and China.  Additionally, there are now demographic and cultural dynamics in societies along with globalisation; but the process of investigation of culture is very worthwhile, especially within a specific business or organisational environment (Myers & Tan, 2003).

 

 

This research study focused upon similarities of individuals when searching for information, not differences between nationalities, precluded by constraints of this study.  However, for utility or at a practical level any marketer or institution must be aware and sensitive towards cultural or national differences, that need to be accounted for in marketing and communications strategy, without national stereotyping.  As suggested, there is no one common behaviour or culture, however, a skilled marketer would understand the importance and how to assess, then account for in any regional or nation specific strategy under their purview.

 

e-Consumer Behaviour – What do they do?

 

Another more contemporary approach has three dimensions in e-consumer behaviour for brand trust: ‘Brand Experience’ and ‘Search for Information’, ‘Brand Familiarity’ and ‘Customer Satisfaction’, both cognitive and emotional (Ha & Perks, 2005).  Again, ‘brand experience’ and ‘search for information’ are highlighted as significant dimensions of consumer behaviour, underpinned by both rational thinking and feelings, including or represented by WOM.

 

Importantly, WOM referrals have longer or greater impact, if part of marketing communication strategy to leverage lower costs and speed of message via internet to persuade consumers, but little if any measurement or research has been conducted (Trusov et al., 2009).

 

Relationship Marketing, Interaction & Consumer Input

 

This leads onto to relationship marketing and online interaction that have become more important with internet due to two-way or multi-lateral communication potential (Liu, 2007).  In related ‘youth’ industry i.e. tourism and travel, youth users of Information and Communication Technologies (ICT) and SM have changed their behaviour on how they search for information on products, and can contribute to or participate in design, development and distribution of new products (Bizirgiannia & Dionysopoulou, 2013).

 

This highlights the fact that purchasing is a process over time, youth expect interaction around the product, two-way communication helps inform them and they can contribute to new products, including the marketing and communications strategy e.g. SEO.   In other words, talk systematically with and analyse your target market for feedback on products and experience, in addition to preferred distribution or communication channels and behaviour, to ensure any strategy works well.

 

Reference List:

 

Bizirgiannia, I. & Dionysopoulou, P. (2013) The influence of tourist trends of Youth Tourism through Social Media (SM) & Information and Communication Technologies (ICTs) at the 2nd International Conference on Integrated Information. Available from: http://www.sciencedirect.com/science/article/pii/S1877042813003959 (Accessed 18/11/2016).

 

Ha, H. & Perks, H. (2005) Effects of consumer perceptions of brand experience on the web: Brand familiarity, satisfaction and brand trust. Journal of Consumer Behaviour. 4(6) pp. 438–452.  Available at: http://onlinelibrary.wiley.com/doi/10.1002/cb.29/abstract (Accessed on: 18/11/2016).

 

Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, 2(1). http://dx.doi.org/10.9707/2307-0919.1014

 

Lam D., Lee A. & Mizerski R (2009) The Effects of Cultural Values in World-of-Mouth Communication. Journal of International Marketing. 17(3) pp. 55-70 Published by: American Marketing Association Harvard system

 

Liu Y (2007) Online interaction readiness: conceptualisation and measurement. Journal of Customer Behaviour. 6(3) pp. 283-299. Available at: http://www.yupingliu.com/files/papers/liu_interaction_readiness.pdf Accessed on: 10/01/2017.

 

Myers, M. & Tan, F. (2003) Beyond Models of National Culture in Information Systems Research. In Tan, F. (Ed.) Advanced Topics in Global Information Management Vol. 2. pp. 14-29. Hershey PA: Idea Group Publishing.

 

Trusov, M., Bucklin, R. & Pauwels, K. (2009) Effects of Word-of-Mouth versus Traditional Marketing: Findings from an Internet Social Networking Site. Journal of Marketing. 73(5) pp. 90-102.

 

 

Business Simulation – Strategic Management – Higher Education – Capsim

Business Simulation Capsim

 

Global DNA & Comp-XM – Company Exemplar – Cochlear Bionic Hearing Implants

 

Abstract or executive summary of a business simulation report presented to faculty in partial fulfilment of the requirements for the Master of Business Administration (International Business) at European University Business School & University of Roehampton.

 

 

Executive Summary

 

Cochlear Australia has potential to enter, create market share and be profitable in the Taiwanese market for bionic hearing implant devices; without need for dominating.  Taiwan has a state and private backed health sector, biotechnology strategy, middle income nation of 23.5 million, ageing population through improved longevity, almost all are insured and excellent relations with Australia.

 

Any successful strategy will be based upon research and development R&D, marketing, production and finance divisions; with commensurate excellence in human resources with strong focus upon innovation, differentiated products, customer satisfaction, forecasting, cost control and attracting further investment.

 

Through using two Capsim business simulations, Global DNA and Comp-XM, relevant and inter-dependent personnel can develop strategies, then apply and evaluate key performance indicators KPIs for testing the market, in addition to lessening the impact of silo mentality.  Simulation, risk free, exemplified the need for investment in innovation and automation to satisfy customers, good communication, forecasting and cost control for continued profitability.

 

Simulations showed the need for a suite of products for both budget and performance, while suggesting a trend towards moderate pricing to retain market share.  This was confirmed by impairment due to unexpected events including price cutting or dumping of competitor products, in addition to lagging on higher specifications on products and automation; both making forecasting of demand and sales difficult.  The lesson was never assume anything, especially market dominance or competitive share, and be constantly aware of the market, including awareness of other divisions.

 

The optimal strategy reflected the need for achieving customer satisfaction in both budget and performance segments through incremental improvements, investment in R&D, plant automation investment, leading onto cost control, profitability and then attracting continued investment through sound financial KPIs.

 

As markets mature the strategy is important, while understanding that organic profit growth is achievable even if population growth slows and market share remains static, as the population ages and suffers widespread age-related hearing impairment.

 

The first simulation Global DNA in a higher growth environment followed by the lower growth Comp-XM highlighted that markets may not continually grow thus precluding market domination and increased sales.

 

However, both simulations indicated that profitability could be maintained without dominating market share provided customer satisfaction was addressed with continual attracting of investment in R&D and product innovation, plant automation lowering costs and human resource development.

 

Cochlear could leverage such simulations further for both new or existing market strategy and planning, in addition to supporting the skills development of all relevant company personnel globally, thus achieving share and stakeholder objectives.