Why students copy, plagiarise, collude or cheat?

Student copying, plagiarism and collusion challenge academic integrity and ethics, but why does it exist?

The following article from The Conversation outlines issues but does not address those related to cross cultural or social issues, pedagogy of top down content and pedagogy encouraging teacher or lecturer centred rote learning and regurgitation of content with only lower to mid-level skills or outcomes according to Bloom’s taxonomy.

Copying, plagiarism and collusion by university students

Why do students copy or plagiarise?

15% of students admit to buying essays. What can universities do about it?

October 18, 2018 3.55pm AEDT

New research on plagiarism at university has revealed students are surprisingly unconcerned about a practice known as “contract cheating”.

The term “contract cheating” was coined in 2006, and describes students paying for completed assessments. At that time, concerns over the outsourcing of assessments were in their infancy, but today, contract cheating is big business.

In 2017 alone, the UK’s Daily Telegraph reported more than 20,000 students had bought professionally written essays from the country’s two largest essay-writing services.

According to a 2018 study, as many as 31 million university students worldwide are paying third parties to complete their assessments. This staggering figure was drawn by reviewing 65 studies on contract cheating. Since 2014, as many as 15.7% of surveyed students admitted to outsourcing their assignments and essays.

The growth in contract cheating speaks volumes about the modern view of education as a commodity…..

…..One key problem for overhauling assessment design is the troubling proliferation of casual labour in universities. The development of assessments is rarely, if ever, accounted for in casual teaching rates.

Turnitin works to reduce students’ work into patterns and algorithms, weeding out supposed cheats and frauds. But a more considered response must take into account the complex reasons students turn to these services in the first place.

Understanding why students are willing to pay for assessments might also illuminate a problem at the heart of tertiary education – one that is related to our present repackaging of knowledge as a resource to be bought, rather than an ennobling pursuit that is worthy of all the energy, time, and attention teachers and students can devote to it.’

 

In the case of many international students it’s having them relearning how to learn, through eliciting content, building knowledge and developing higher level skills through student centred interaction and collaboration supported by personal responsibility, i.e. ‘andragogy’ for adult learners.

For more articles about andragogy for adult learning click through.

 

 

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ID Instructional Design Models in Education

Cognitivism and Connectivism Learning Theory page as part of an EdX Instructional Design course.

Cognitivism is student centred learning via an existing knowledge base and building upon it according to learner preferences, how they organise memory, how information is linked, learning how to learn, problem-solving and the student learning journey is supported by clear instructions and information (Hanna, 2017).

Further, there is the Three-Stage Information Processing Model including Sensory Register to assess inputs, Short-Term Memory where input can be stored e.g. 20 seconds and then Long-Term Memory and Storage retrievable by linkages that have been developed (Mergel, 1998).

Application of andragogy for adult learning versus pedagogy for school.

Adult Learning Theories in Higher Education (Image copyright Pexels)

Connectivism is like social learning through others or networks, identify patterns, knowledge based round networks and exemplified in complex learning e.g. round information and technology (Ibid.).

Both can be used for the same education and exemplars, by using both theories to support instructional design, student centred activity and learning, building upon knowledge and experience for inexact outcomes; as opposed to behavioural focus.

In the first case, cognitivism using a course e.g. ‘Introduction to Digital or e-Marketing for Small Business’,  focus upon one learning outcome, ‘ability to analyse (digital) marketing and communication’

Rather than present information or content activities which maybe new and/or overwhelming, assess the knowledge level before training, then drive instruction and achievement of learning objectives via learners and learner centred activity (but monitored an assessed closely).

Instructional Design for Adult Learners in ‘Introduction to Digital or e-Marketing for Small Business’:

Preview by using images to elicit key words, channels etc. related to conventional marketing and communication.

Presentation repeat preview to include digital also and elicit the elements.

Practice by learners listing both types of elements in a small business example marketing and communications; report back to class.

Production in pairs for their own business, assist each other, compare notes then present to each other/class.

Wrap-up Class discussion and/or milling activity to compare with other learners’ ‘production’ and feedback on key points, rules or issues.

Connectivism can be applied to the same course area and learning outcome, not just in the direct learning environment but post learning, i.e. back in the workplace and business environment.  Accordingly, if learners are mostly small business people, already responsible for marketing and communications and sharing a desire to improve application of digital in their business practice, they should be motivated for connectivism.

Within the formal learning, connectivism would fit cognitivism approach above, with symmetry in each phase, but especially with increase in learner interactivity with production and wrap up or review.  Connectivism can then also be followed up informally by learners remaining in communication with each other (e.g. WhatsApp or LinkedIn Group), industry sector networking opportunities and/or local chamber of commerce.

Andrew Smith Melbourne LinkedIn Profile

 

Reference List (Harvard):

 

Hanna, M. (2017) Learning Theory Matrix. Available at: https://pdfs.semanticscholar.org/8d28/2833c35fb8b9ea74bf2c930cea22fb1e0fad.pdf (Accessed on: 16 November 2017).

Mergel, B. (1998) Instructional Design & Learning Theory.  Available at: http://etad.usask.ca/802papers/mergel/brenda.htm#Cognitivism(Accessed on: 17 November 2017).

 

International Education Market Research

Recently there have been articles about international students’ motivations and well-being on their journey of discovery through international education, a significant industry.

Such articles are relevant in that they do not criticise or dog whistle international students by describing them as ‘immigrants’ or suggesting they purposely short visa and immigration systems for long term or permanent residency.

In addition to reflecting increased international mobility and prosperity in developing nations, such insights should be imperative for all service-based marketing, especially digital carrying word of mouth or WOM.

Word of mouth is the most influential marketing channel as it is based upon experience of friends, family and peers with a product or service, the most trusted channel.

The message for marketers in any industry, especially services, is never make assumptions or rely upon headline or indirect data, but your customers too.  Marketing brand, reputation etc. requires constant feedback, monitoring of well-being and word of mouth while leveraging the same authentic feedback via social media, couched within a digital marketing strategy.

 

What we know about why Chinese students come to Australia to study

Hannah Song in The Conversation:

In 2016-17 Australia’s third largest export, international education, leapt from A$23.6 billion to a record high of A$28 billion. Within the higher education sector, the highest intake of international students is of Chinese origin.

Behind these statistics are the individual stories and aspirations of Chinese students’ parents who provide them the financial resources and emotional support. Yet, we know so little about why it matters so much to their parents, and what long-term impacts overseas study has on them and their families when they return home…

….Focusing on a shifting landscape of education in Shanghai, I undertook a longitudinal pilot case-study of four bilingual kindergarten-secondary schools to investigate the aspirations Chinese middle-class parents have for their children’s education.

….If Australia is to remain a destination for world-class education, we need to be far more self-reflective and long-sighted about what Australian international education offers: global citizenship and transnational mobility. We need to listen to the voices of an increasing middle-class in China.’

Student journey through international education

International Students (Image copyright Pexels)

‘’It’s stressful being an other’: The mental health woes of international students

Emily Baker in The Conversation:

Moving to Australia has, in Daniel Kang’s words, been a mix of challenges and little blessings. The Australian National University student has found room to breathe and develop. Walks through the abundant bush help clear his head. Generally, the experience has exceeded his expectations.

But moving from Singapore to Canberra has also carried difficulties. It can be stressful being an “other”, he said. The 22-year-old has at times been very lonely…

The most recent student experience survey from the federal government’s Quality Indicators for Learning and Teaching found undergraduate international students rated their experience at Australian universities 75 out of 100 per cent – slightly below the 79 per cent awarded by domestic students.

But separately, many international students report stress. They report social isolation. The very fact of being an international student in Australia – the experience of being alone in a new country, subject to financial pressures, navigating a new culture, and adjusting to a new academic system – is considered to make an individual at greater risk of mental ill-health.’

 

Any institution, business or organisation that neglects its existing customers to inform quality and marketing strategy development, maybe asking for trouble while relying upon PR and sales?

In the case of international education the most valuable resources are accessible onshore and on campus, i.e. enrolled students and their networks.

Focus Group Research then Survey for Digital e-Marketing Strategy Development

Featured

Digital or e-Marketing Research for Strategy Development

 

Conducting Qualitative and Quantitative Feedback – Focus Respondent Interviews for Survey Instrument Development

 

Following outlines steps in applying research techniques for marketing using a MBA cohort of professionals of diverse backgrounds mostly based in Europe.

Limited interviews, both face to face and email based, were conducted with selected former students and industry stakeholders for experiential feedback to ascertain or confirm important factors.  After analysis of feedback, this led onto the development of a simple survey instrument with the factors or clusters of elicited, making up dimensions or phases (Saunders et al., 2009).  One could then measure or relate the importance of each factor in the information search amongst a related population or student cohort, then drawing inferences, but neither correlations nor causal relationships.

 

While optimal language and communication skills are important for questionnaires, there must be a process of researching, identifying and forming the questions to be included in a survey, that leads to valid and reliable data for analysis; one cannot go back after collecting survey data.

 

Ordinal Likert scales can be used to assess the strength of perceptions on relevant factors, on a three, five or seven-point range and can indicate order e.g. not very important through neutral to very important.  Ideally scales are applied to many factors or questions leading to inference of a construct explaining the research focus.  In this study, simply assessing relevance of each factor grouped as phases or dimensions for inclusion e.g. if deemed to be important or very important by students (Bell, 2005).

 

While the quantitative data collection or survey was a ‘probability sample’ or ‘representative sampling’ i.e. all from the same online MBA cohort, to allow inferences to be made about the population, the ‘Focus Respondents’ informing the survey development represented ‘non-probability’ sampling for convenience or streamlining.

 

By accessing ‘Focus Respondents’ and gaining input from potential population, also including informed input from industry personnel, industry and scholastic research; a valid survey instrument could be developed (Saunders at al., 2009).

 

The sample population of university students surveyed represent the population’s ‘information seeking’ behaviour, through collecting quantitative data from this representative sample of enrolled European University students in online MBA program.

 

Ideally this could have been expanded further amongst other sample populations for comparison and cross tabulation, but the scope of this study precluded inclusion, however actual colleges, public organisations and SME business workplaces can replicate the process.

 

Reference List:

 

Bell, J. (2005) Doing Your Research Project. (4th Ed.). Maidenhead: Open University Press.

 

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

 

 

NOM Net Overseas Migration – Immigration – Population Growth

Population, Immigration and Net Overseas Migration NOM

Interesting article on immigration and NOM net overseas migration by former Australian Department of Immigration Deputy Secretary Abul Rizvi endeavouring to insert some understanding and clarity round the ‘immigration’ debate when most misunderstand, misinterpret or misrepresent immigration and population data.

 

 

This is manifested in media, political and public narratives that focus upon the NOM and the false notion that it is both unusually high and can be micromanaged; underpinned by lack of detail or ‘solution’ to lowering the NOM (without assessment of broader societal impacts).

 

NATIONAL AFFAIRS: Putting the numbers back into the immigration debate

ABUL RIZVI 20 FEBRUARY 2018

Drastically reducing net migration would be neither easy nor wise, says a former senior official.

How governments manage migration is a big deal. A perception of too many arrivals drove the Brexit result in Britain, helped define the Trump presidency, and fuelled the rising populist vote in Europe. Japan’s ageing population is driving its government to increase immigration — but ever so cautiously, recognising the likely backlash from its largely homogeneous population. And the same demographic forces have driven China to try to attract back part of its huge diaspora.

Yet, despite our long immigration tradition, Australia’s immigration debate is tortured and surprisingly poorly informed. Until very recently, this was not helped by the Turnbull government’s eerie silence on immigration levels and population policy. Immigration minister Peter Dutton’s tentative foray late last week should therefore be welcomed.

Given the complexities, immigration ministers have an obligation to be accurate with the data and honest about the range of issues to be considered in significantly reducing the intake. Dutton was neither.

 

Issues and Critique of Net Overseas Migration Statistics and Data

 

The NOM is a measure of movements, not designed as an ‘immigration’ target but merely measures numbers of people (irrespective of nationality, visa status and includes Australians) who enter Australia with the intention of remaining longer than 12/16+ months (ABS, 2017).

Rizvi cites several variables or inputs that would be required to control or lower the NOM.  This would include restricting rights of Australians marrying foreigners, restricting numbers of international students, preclude second year visas for working holiday makers doing agricultural work, close the refugee program, limit New Zealanders and seek out overstayers.

Other issues or features neither understood nor highlighted:

  1. Few nations use the same NOM as a measure to estimate resident population apart from Australia, UK and NZ then e.g. in the EU Schengen Zone it’s impossible due to free movement and that most nations appear to estimate from e.g. residency registration or census data (UN, 2015).
  2. Rizvi also fails to mention the cumulative statistical impact of an ageing population of citizens and permanent residents (includes significant numbers of British subjects) who were already in country 2006 when line was drawn in the sand on population; many have neither departed nor returned to Australia long term and have two impacts upon the data (and census). First is longevity due to better health hence staying in the data longer (though invisible) being attributed to ‘immigration’.  However, this will change when the baby boomer demographic starts departing this earth in the medium long term in about five years onwards i.e. deaths will outnumber births for long term thus impacting the estimated resident population significantly.  This is also set against already declining fertility rates and global population ex. Sub Saharan Africa, expected to peak by mid-century as explained by development, medical and statistics expert Professor Hans Rosling (Gapminder, 2013).
  3. A significant financial reason for encouraging temporary residents with no likelihood of permanent residency outcomes, whether students, backpackers etc., is as net financial contributors paying taxes without future access to state services. In other words, they support or subsidise increasing numbers of retirees needing pensions, health care etc. dependent upon healthy state budgets (with decreasing dependency ratio of workforce tax payer numbers to retirees).
  4. Further, statistical analysis has found that not only is the NOM very confusing, it may over estimate Australia’s population significantly, through double counting those not in country but not outside for more than 12/16+ months:

Except on migration. On this single metric, it’s as if the entire world converges into a deafeningly silent consensus. Population! At last a hard number. Something tangible, physical, consistent. The cacophony of economic debate subsides as everyone gather’s around to pay homage at the altar of the purest, simplest driver of demand, production, and everything else. The one undisputed back-stop to debate…Trying to find a simple and defensible explanation of a complex issue isn’t easy. But for migration, I think there is one. I’ll describe it here in prose, and in a later post gather some of the graphs and data that support it. There has been a level shift. But it hasn’t been in ‘migration’, as everyone actually intends and understands the word. The shift that we should be talking about has been in mobility.’ (Quixotic Quant, 2017a).

 

The alternative story is that sometime in the mid-2000s the Australian Bureau of Statistics changed the definition of an official statistic called “Net Overseas Migration”. The arbitrary definition they had at the time was malfunctioning, and the next arbitrary one they changed to has been malfunctioning even worse. A blithely ignorant press didn’t even notice the change, let alone query the disfunction that inspired it, so the entire country has been putting their faith soaring population figure that has the integrity of custard. The harder alternative figure shows that our migration rate is actually flat’ (Quixotic Quant, 2017b).

 

  1. By using ‘Migration’ in NOM to describe the definition may simply be a linguistic coincidence, however, it is highly suggestive of a direct correlation with permanent immigration and long-term population growth, which does not exist (except by some indirect correlation set amongst other factors).
  2. The local and global NGOs, think tanks, institutes, commentators, ‘ecologists’, media and politicians who constantly highlight supposed negative aspects of immigration and ‘sustainable’ population growth have been influenced or manipulated by the US white nativist movement, with the latter being influential amongst Republican Party and Trump (SPLC, 2001) in turn influenced by Darwin’s cousin Galton’s ‘science of eugenics and racial hygiene’ (Das, 2015).
  3. Post WWII prior to the formation of the UN Population Council the Rockefeller Foundation (Standard Oil/Exxon Mobil) co-opted the American Eugenics Society (AES) which had become discredited by the Nazis and their ‘research’ at The Kaiser Wilhelm Institutes in Germany, to then form the UN Population Council (Kurbegovic, 2005 & Novielli, 2017).
  4. Also, to emerge with support of same and similar oligarchs’ (fossil fuels and auto) foundations were Zero Population Growth (ZPG) (Bentley Historical Library – University of Michigan, 2018), Zero Economic Growth (ZEG) (Daly, 1980) and the Club of Rome ‘limits to growth’, etc. constructs (Green Agenda, 2018) to popularise negative perceptions of population growth and immigration as ‘liberal and environmental’ concerns (Stern, 2005).
  5. Demographically it is now coming to a head for many whether middle Europe or the ‘Anglosphere’ with the refrain, ‘brown people, Moslems etc. are going to outnumber white people or WASPs leading to demographic suicide….’.

 

Reference List:

 

ABS – Australian Bureau of Statistics (2017) 3412.0 – Migration, Australia, 2015-16 Available at: http://www.abs.gov.au/ausstats/abs@.nsf/exnote/3412.0 (Accessed on: 25 February 2018).

Bentley Historical Library – University of Michigan (2018) John Tanton Papers: 1960-2007. Available at: https://quod.lib.umich.edu/b/bhlead/umich-bhl-861056?byte=53770321;focusrgn=bioghist;subview=standard;view=reslist (Accessed on: 27 February 2018).

Daly, H. (1980) Why the Industrial World Needs Zero Economic Growth (Recording). Available at: https://trove.nla.gov.au/work/34007423?selectedversion=NBD22971101 (Accessed on 27 February 2018).

Das, S. (2015) Francis Galton and the History of Eugenics at UCL.  Available at: https://blogs.ucl.ac.uk/museums/2015/10/22/francis-galton-and-the-history-of-eugenics-at-ucl/

Gapminder (2013) Don’t Panic – The Facts About Population. Available at: https://www.gapminder.org/videos/dont-panic-the-facts-about-population/ (Accessed on: 25 February 2018).

Green Agenda (2018) The First Global Revolution. Available at: http://www.green-agenda.com/globalrevolution.html (Accessed on: 27 February 2018).

Kurbegovic, C. (2013). Kaiser Wilhelm Institute of Anthropology, Human Heredity, and Eugenics (KWI-A). Available at: http://eugenicsarchive.ca/discover/connections/5233cdc25c2ec500000 Accessed on 25 February 2018).

Novielli, C. (2017) The Population Council has a shocking 65-year history, and it’s nothing to celebrate. Available at: https://www.liveaction.org/news/population-council-founded-eugenicists-promoting-abortion-turns-65/ (Accessed on: 25 February 2018).

Quixotic Quant (2017a) The state of debate: A bird’s-eye on migration. Available at: https://www.quixoticquant.com/post/the-state-of-debate-a-bird-s-eye-on-migration/  (Accessed on: 27 January 2018).

Quixotic Quant (2017b) The Missing Million: Is Australia’s migration rate actually high? Available at: https://www.quixoticquant.com/post/the-missing-million/ (Accessed on: 27 January 2018).

SPLC Southern Poverty Law Center (2010) Anti-Immigration Groups. Available at: https://www.splcenter.org/fighting-hate/intelligence-report/2001/anti-immigration-groups (Accessed on 25 February 2018).

Stern, M. (2005) Eugenic Nation: Faults and Frontiers of Better Breeding in Modern America. California: University of California Press.

UN – United Nations – Department of Economic and Social Affairs Population Division (2015) International Migration Flows to and From Selected Countries: The 2015 Revision. Available at: http://www.un.org/en/development/desa/population/migration/data/empirical2/docs/migflows2015documentation.pdf (Accessed on: 25 February 2018).