International Education – Foreign Student – Value

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The value of international education and international students, tangible and intangible, is egregiously under – estimated by the application of a narrow ‘white nativist’ or politically opportunistic prism that ignores inconvenient facts and dynamics.

Many Australians of Anglo Irish heritage focus too much upon international students described as ‘immigrants’, their potential for permanent residency (with significant hurdles) and demands for same ‘foreign’ students to return home in support of their home country.

Conversely same qualifications are used by Australians internationally, many of the same gain other residency or even dual citizenship, yet there are no demands for the same e.g. to return home and/or pay back fees?

This dynamic is simply a reflection of increasing geographical and social mobility (taken for granted in the EU) for all in the developed and many in the less developed worlds for whom higher education and/or technical skills and languages improve their lives and others’.

Meanwhile too many narratives from our mono-cultural political, media and social elites seem about creating ‘us vs them’ for voters, and worse, deep seated Nativist or colonial ideology.

Global population is expected to peak mid-century whereby there may be increased competition for people, with sub-Saharan Africa being the only place with population growth and significant younger demographic cohorts.

Late news: The U.K. has announced the re-introduction of post graduate work visas for international university graduates.

Australia should try to keep more international students who are trained in our universities

Jihyun Lee – September 13, 2019 6.02am AEST

Australia’s education system takes almost one in ten of all international students
from countries that are members of the Organisation for Economic Co-operation and
Development (OECD).

That’s according to the latest Education at a Glance report from the OECD.
But Australia should do more to retain some of those students after graduation or it
risks losing good talent overseas.

A degree of talent

The OECD report says Australia’s higher education sector is heavily reliant on international students. They represent about 48% of those enrolled in masters and 32% in doctoral programs.

This is partly due to a lack of interest among Australians in pursuing higher-degree study compared to other countries, about 10% in Australia versus 15% across OECD countries.

International students make up 40% of doctoral graduates in Australia, compared to 25% across OECD countries. That’s higher than the US (27%) and Germany (18%), the other two popular destinations for international students.

Australian students are not choosing some STEM (science, technology, engineering and mathematics) subjects as much as those in other OECD countries. For example, only 17% of adults (aged 25 to 64) with a tertiary degree had studied engineering, manufacturing and construction.

Other comparable industrialised countries such as Sweden (25%), Korea (24%), Japan (23%) and Canada (21%) are obviously doing better.  This trend appears to be getting worse because the proportion of new students entering STEM-related bachelor degree programs is lower in Australia (21%), compared to 27% across OECD and partner countries.

While the government here provides for up to four years of post-higher-degree stay for international students, it is inevitable that Australia faces a drain of foreign-born specialists who were educated in Australia.

In 2017, the Australian government granted permanent visas to only 4% of foreign students and temporary graduate visas to only 16% to live in Australia after completing their study. It is obvious then that many international students return home after they study in Australia.

What can the Australian government do?

We need to provide better incentives for those who complete a higher-degree program, especially in the STEM areas, to stay on in Australia.

The OECD’s report says people who studied information and communication technologies (ICT) and engineering as well as construction and manufacturing will continue to benefit greatly from strong labour-market opportunities everywhere in the world.

Australia can do better in attracting younger generations to be trained in the STEM area at higher degree levels. We then need to try to retain more of the foreign-born higher-degree holders rather than sending them back home.

Being afraid of an influx of Chinese or Indian students who will contribute to development of innovation and technological changes in this country should become a thing of the past.

Good news for Australia’s education

The Education at a Glance program aims to give an annual snapshot of the effectiveness of educational systems – from early childhood to doctoral level – across all OECD and partner countries.

At almost 500 pages, the 2019 report does contain some good news for Australia. Australia spends a higher proportion of its GDP (based on public, private and international sources) on education, 5.8% compared to the OECD average of 5.0%.

The Australian education system strongly promotes compulsory education. Our 11 years of compulsory education is the longest among OECD countries. That means each student gets 3,410 more hours over the period of compulsory education.

When it comes to people going on to further studies, the proportion of tertiary-educated Australians has increased over the past ten years. It is now 51%, compared to the OECD average of 44%.

On graduation, the average debt for Australian students is US$10,479 (A$15,243), one of the lowest among OECD countries. It’s about half that of New Zealand US$24,117 (A$35,080), which has similar tuition fees and financial support systems.

Education pays off

Australian young adults with vocational qualifications have a higher employment rate (83%) than the OECD average (80%).  Although earning power is still greater for those with a higher level of educational attainment, the financial return from more schooling is far smaller in Australia.

Compared to those with upper secondary education, full-time tertiary-educated Australian workers earn 31% more, compared to 57% more on average across OECD countries. Adults with a master’s or doctoral degree earn 52% more, compared to 91% more on average across OECD countries.

The OECD attributes this trend partially to good labour-market opportunities for those with upper secondary vocational qualifications.  The OECD also notes that the average employment rate for Australian tertiary-educated adults is 85%, only two percentage points higher than the 83% for those with a vocational upper secondary or post-secondary non-tertiary qualification. This is one of the smallest differences across OECD countries.

For more articles and blogs about international education, immigration, population growth and white nationalism click through.

Globalisation of Islamophobia and Antisemitism by White Nationalists

In recent years both Islamophobia and antisemitism have come to the fore in US, UK, Australian and European politics, media and social narratives, emanating from white nationalism, conspiracy theories and Nazi ideology.

Following are excerpts from an article by Nafeez Ahmed explaining the co-dependence and shared ideology of Islamophobia and antisemitism in the US white nationalist movement, now in the mainstream and coursing through social narratives including the ‘great replacement’ theory.

From the Foreign Policy in Focus:

Behind Islamophobia Is a Global Movement of Antisemites

By Nafeez Mosaddeq Ahmed

The global rise of white nationalist violence proves that the threat of fascism is not just
about one community — it threatens all communities: white people, black people,
Muslims, Jews, and beyond.

The spate of mass shootings at the end of July comes head on the heels of an escalating epidemic of U.S. gun violence. Since the beginning of the year, there have been at least 257 mass shootings, which have killed 9,080 people. This is nearly triple the number of people that died on 9/1 1 , the terrorist attack which justified U.S.-led wars that have killed at least a million people.

Over the last decade, nearly three quarters of terrorist attacks on U.S. soil have been
linked to domestic right-wing extremists, with just a quarter linked to Islamists. And in
201 8, every terrorist murder in the U.S. was linked to the extreme right.

The ideology of extreme white nationalism is now a bigger U.S. national security threat,
and a bigger cause of death, than Islamist terrorism or immigration. Yet millions of white
Americans have been brainwashed into believing the exact opposite….

 

The shared ideology of global white nationalism

In one of these tweets, Hopkins openly endorsed the rise of extreme nationalist
politicians around the world, including Brazilian president Jair Bolsonaro, Italian interior minister Matteo Salvini, Hungarian prime minister Viktor Orban, and leader of the Polish Law and Justice party (PiS) Jaroslaw Kaczynski.

All four politicians have promoted divisive, xenophobic policies….

 

The making of the ‘great replacement’ mythology

It is now widely recognized that at the core of this shared far-right ideology is the so called “great replacement” theory, which posits that a genocide of white people is being achieved through their replacement by migrants, mostly from Muslim countries (or, in the United States, from Latin America).

The overlapping xenophobic agendas of these politicians illustrates how latent Antisemitism remains a driving force in this global movement, which nevertheless masquerades under the guise of anti-migrant and anti-Muslim sentiment as a mechanism to achieve mainstream reach…

…In short, the focus on a “Muslim invasion” through a combination of mass immigration and birth rates allowed far-right groups inspired by neo-Nazi ideas to rehabilitate themselves and conceal their traditional anti-Semitic roots.

It is no surprise then to see that many of the groups that have played the biggest role in
spreading the core tenets of the “great replacement” mythology through the specter of a
global Islamist conspiracy are simultaneously allied with longstanding white nationalist
movements…

 

Widening the net

After 9/1 1 , the U.S. government launched a major multi-agency investigation into
terrorism financing across multiple agencies known as Operation Green Quest, focused
on uncovering Muslim charities operating as “front organizations” for terrorists.
The problem was that U.S. government agencies like the Treasury Department, FBI and
many others had a nebulous and weak understanding of the Muslim world, often leading investigators to see connections and ties which were not there and to read conspiratorial meaning into every association or relationship that might potentially link individuals or organizations to extremism — however tenuous….

 

Far-right penetration of the FBI

Indeed, part of the problem is that for years the FBI has suffered from institutional
Islamophobia.

FBI training manuals obtained by Spencer Ackerman for Wired revealed that after 9/1 1
the agency was teaching its counter terrorism agents that “main stream” [sic] American
Muslims are likely to be terrorist sympathizers; that the Prophet Mohammed was a “cult
leader”; and that the Islamic practice of giving charity is no more than a “funding
mechanism for combat.” And “combat” can include numerous techniques including
“immigration” and “law suits”. Thus, a Muslim who immigrates to the U.S. or sues the FBI
for harassment is seen as just another agent of the jihad….Rather the “Muslim invasion” narrative is central to the goal of legitimizing a broad, xenophobic agenda rooted in anti-Semitic movements historically aligned with neo Nazism.

The alliance between Islamophobes and anti-Semites

That is why so many of the same groups promoting Islamophobic myths play a lead role
in amplifying white nationalist concepts…..

….I described this alarming phenomenon as a form of “reconstructed-Nazism,” “indicating that the core ideology [of the global far-right] embraces core Nazi principles, but embeds them in a range of cosmetic narrative adjustments which allow those principles to function subliminally in a new post war, anti-Nazi, and post-9/1 1 global cosmopolitan context.”…

Conclusion

…The upshot of this is clear: Jews and Muslims cannot afford to be at loggerheads in the fight against fascism. Both communities are in the firing line of a global far-right agenda advanced by groups and political parties forged in the historic bowels of Nazism.

Whatever their political differences and disagreements, both communities need to forge
bonds of solidarity in the struggle against racism. If they are to survive, our communities
have no choice but to resist being distracted by efforts to divide us and turn us against
each other, which is a deliberate far-right strategy to debilitate both Jewish and Muslim communities. Instead, we need to identify new lines of strategic cooperation to resist and disrupt a global far-right movement which threatens not only our communities, but the very foundations of our democracies.

This means that no matter what our political leanings might be, the struggles against
Islamophobia and anti-Semitism are fundamentally about the same thing: protecting
diverse, inclusive, and free societies.’

For more articles and blogs about the political issues regarding immigration, population growth, white nationalism etc. click through.

Immigration is not Cause of Unemployment

While most politicians, media and society assume ‘immigration’ drives unemployment, recent Australian research from CEDA contradicts this, as did research presented by left workers’ ‘Solidarity’ in 2012.

Why has it ever been an issue?  Political tactics and strategy, amplified by media and societal word of mouth have felt compelled to promote nativist or white nationalist tropes (from the past) as an appeal to native or incumbent citizens, creating fear, anxiety and even anger (see ‘alt right’), as both an electoral strategy and ideology (e.g. blaming immigrants vs. wage rises).

Immigration whether permanent or temporary does not cause unemployment

International Temporary Resident Workers and Professionals (Image copyright Pexels).

From The Guardian:

Temporary skilled migration has not undercut Australian jobs or conditions, report finds

Politicians’ ‘revolving door’ response to foreign workers frustrates businesses, industry group CEDA says

Temporary skilled migration has not undercut job opportunities or conditions for Australian workers but the “revolving door” political response to foreign workers has frustrated businesses, an industry report has found.

The report from the Committee for the Economic Development of Australia (CEDA), released on Monday, said that skilled migrants, particularly those on temporary skilled working visas, have been an “overwhelming net positive” for the Australian economy and have not had a negative impact on either the wages or participation rates of Australian-born workers.

However, the report said that despite economic evidence suggesting migration is a positive, “governments have responded to community concern with a seeming revolving door of reviews, reports and frequent policy changes to Australia’s temporary skilled migration program”.’

 

From SBS Australia:

‘Migrants don’t actually threaten Australian workers’ jobs, new analysis reveals

A new report found immigration has not harmed the earnings of local workers.

Temporary skilled migrants have not displaced Australian workers despite fears immigrants threaten the local job market, new analysis by an independent economic organisation has revealed.

Research by the Committee for Economic Development of Australia (CEDA) has also shown immigration has not harmed the earnings of local workers.

The report, “Effects of temporary migration”, showed there are about two million people on temporary visas, including students, working holiday-makers, skilled workers and New Zealand citizens.

The research, released on Monday, showed 70 per cent of temporary skilled migrants reside in NSW and Victoria, which have the lowest rates of unemployment in Australia.’

 

From Solidarity.net

‘Immigration is not to blame for cuts to jobs and wages

9 August 2012

The suggestion that bringing 457 visa workers from overseas is coming at the expense of “local jobs” reinforces the myth that immigration causes unemployment and drives down wages.

In fact evidence from Australia and internationally shows that immigration actually creates jobs. In his book, Immigration and the Australian Economy, William Foster’s surveys over 200 studies on immigration and wages. He found there was, “a marginally favourable effect on the aggregate unemployment rate, even in recession”.

In a 2003 paper economist Hsiao-chuan Chang wrote that, “there is no evidence that immigrants take jobs away from the local Australian over the past twelve years… This supports the conclusion from existing research”.

This is because new migrants generate demand for products and services, such as housing and food. Many of them bring savings to help pay for these things, further boosting the economy and jobs.’

 

Politicians and media commentators could explain more clearly why immigration helps a nation and its economy.  Some of these factors include ageing and declining tax paying work forces in permanent population, with increasing proportion (vs. workforce) of retirees and pensioners requires more tax income to fund related services, and higher temporary immigration means (most of) the same temporary cohort will not also be a drag on state budgets in future.

For more articles and blogs about immigration, white nationalism and economics click through.

Detection of Student Plagiarism Ghost Writing Contract Cheating

Recent media news stories and documentaries have highlighted perceived issues of international student plagiarism, collusion, ghost writing and contract cheating.

Most institutions have systems and processes in place to deal with, or at least ameliorate the impact of sub-optimal academic integrity, including higher language requirements (and level testing at enrolment), Turnitin and other duplication detection software, in class assessments, assignment workshops, feedback and monitoring.

Issues of plagiarism, collusion, ghost writing and contract cheating at university by students.

How to stop or limit ghost writing and contract cheating (image copyright Pexels)

However, like other sectors, education is prone to only lip service being paid by some commissioners, owners, shareholders, management, academia and related; rather than enforcement of minimum regulatory compliance it’s viewed as a voluntary code by some.

The following is summary of an article about the issue and how to deal with it, in an American context which has recently seen SAT and related corruption for entry to top universities.

Detecting and Deterring Ghostwritten Papers: A Guide to Best Practices (from The Best Schools website)

By David A. Tomar

1 Introduction For ten years, I made my living helping students cheat. I worked as a professional ghost writer, completing homework assignments, producing essays, and composing senior theses for alternately desperate, lazy, or disengaged college and graduate students.

I worked as an independent contractor affiliated with various online paper mills and, between 2000 and 2010, spent nearly every day of my life immersed in academic research and compositional writing. Writing as many as 5,000 typewritten pages a year, I earned as much as many professors.

In November of 2010, I announced my retirement in a tell-all article published in the Chronicle of Higher Education. Using the pseudonym Ed Dante, I covered what was, for many, a first glimpse into the shadowy underworld of academic ghostwriting.

 

2 The Ghostwriting Business. Before it is possible to prevent and police ghostwriting, one must understand the industry. Though many educators are well aware of ghostwriting, how it happens and that it most likely has occurred in their own classrooms, just as many others have a limited or non-existent sense of its impact.

Quite to the point, of the many reactions that greeted my original article in The Chronicle, doubt and skepticism were among the most common. Some truly dedicated, earnest, and otherwise astute educators refused to accept not only that wholesale cheating of this sort could be perpetrated but that it could be done so consistently and effectively without detection right under their noses.

 

2.1 Prevalence….. Still, we may be able to deduce a great deal just from the accessibility and ease-of-use of ghostwriting services. According to an article in the New York Times regarding rising rates of student cheating, “research has shown that a major factor in unethical behavior is simply how easy or hard it is.”

We can say with great certainty that it is easier than ever to employ an academic ghostwriting service. If a student has the money, he or she has the means.

The vast majority of students locate these services simply by doing a Google search for “Custom Paper Writing,” “essay help,” “term papers,” “homework services,” “essay writing services,’” or any number of other pertinent word combinations. Each of these terms will ultimately return dozens of pages of relevant search results.

From what is immediately apparent though, we can conclude two things about the prevalence of ghostwriting:

  1. The inquiring student will find it easy to locate a desired service and begin using it; and
  2. The enterprising freelancer will find it easy to locate an employment opportunity and begin earning income from it.

 

2.2 Pricing and Structure Most companies operate using a similar pricing spectrum, charging between $10 and $50 per page depending on proximity of the deadline. For instance, Mypaperwriter.com prices its custom writing services between $17.55 and $45.85 per page. This is in line with the pricing spectrum and structure of the industry’s more lucrative companies.

The variance is usually determined by deadline. This is the measure used most frequently to dene an assignment’s price. Papers due in a week or more are typically bound to the low end of the pricing spectrum. For anything due in less than a week, the cost per page will go up as the number of days goes down. A paper due in less than 24 hours will fall on the highest end of the cost-per-page spectrum.

 

2.3 Clientele The ghostwriting industry enjoys a customer base comprised of three primary demographics. These are the likeliest perpetrators of ghostwritten plagiarism:

2.3.1 English Language Learners: International students often arrive at American universities without a background or meaningful support in English composition.

2.3.2 Composition/Research deficient students: A startling number American students—for whom English is a native language—will actually suffer from many of these exact same deceits

2.3.3 Lazy students: Some ghostwriting clients simply lack the motivation and interest to complete their own work, a condition that Farnese et al. (2011) call “academic moral disengagement.”[7] In many cases, a perfectly capable student will utilize an academic ghostwriting service as a way to cut down effort or improve his or her chances of receiving a better grade.

 

3 The Ghostwriting Conundrum…… However, the web has proliferated and simplified cheating, dramatically expanding the accessibility, visibility, and ease with which students can lift, recycle or otherwise claim authorship of work that is not their own. Consequently, the growth of this industry helped to provoke the growth of the plagiarism-detection industry of which Turnitin is a leading example.

Other notable sites include Viper, Plagscan, Plagtracker, Grammarly, Small SEO Tools, and Plagiarism Checker.

Turnitin represents the gold standard in plagiarism detection. Even so, given the limitations inherent in plagiarism detection, even Turnitin has no way to bring its extensive empirical data to bear on ghostwriting.

With these conditions in mind, we point to a handful of detection and deterrence challenges that are unique to ghostwriting:

3.1 Original, non-plagiarized content: Most ghostwriting companies are faithful to this service guarantee and will terminate independent contractors for failure to comply.

3.2 Low likelihood of raising suspicion: Ghostwriting places the onus on the educator to have initial cause for suspicion. This requires the individual grading a written assignment to sense a disconnect between the student and the assignment, which of course requires some initial familiarity with the student in question.

3.3 Difficulty of translating suspicion into proof: Cheating is, of course, a serious allegation and students have a lot riding on the completion of their education. So obviously, the average student will go to great lengths to deny any such allegations. Students are not afraid to get litigious if need be. The point is, as an educator, one must be very careful about levying the accusation without hard evidence.

 

4 The Four D’s of Ghostbusting

4.1 Design Design refers to the way a professor constructs assignments, course materials, tests, classroom time and the semester-long curriculum. This is an area in education where quality control runs the gamut from excellence to criminal incompetence. There are plenty of professors who work tirelessly to tailor assignments, materials and examinations to remain in-step with constantly evolving subject matter, student culture and best practices. But there are also plenty of professors who recycle old materials without scrutiny and who depend wholly on text-based content which most students could acquire without professor mediation.

4.2 Deterrence Deterrence refers to ways of diminishing the inclination, motive, or desire to purchase a ghostwritten paper…..That is, students at least believe that they are cheating out of ease, normalcy, or necessity. The study finds that the onus falls on instructors to live up to certain student expectations regarding clarity and engagement of course content. The study identities this as the best route to deterring the rationalized impulse to use a ghostwriting service.

Practical Strategies

4.2.1 Individualization: Individualization of the educational experience can instill in the student a greater sense of commitment to course materials and to the knowledge and career opportunities thereby implied. Large lecture halls and online courses can create a sense of anonymity for the would-be cheater.

4.2.2 Conferencing: One thing that large universities and online courses have in common is that, if one desires, one can go an entire semester without ever once personally meeting a professor. There is comfort in this anonymity. Removing this comfort creates a deterrent that does not otherwise exist.

4.2.3 Emphasis on in-class participation: Mandatory class participation heightens the imperative for students to become familiar with course content. Mandating contributions to class discussions gives students a strong incentive to establish a consistent voice and perspective on course subjects.

4.2.4 Student engagement: This one is really and truly up to each individual educator. It is within every educator’s power to be as creative, energetic, inspiring, original, unpredictable, and engaging as he or she wants to be….Many students feel no remorse about cheating in a course from which there is a feeling of disengagement. Uninspired lectures, standard texts, and generic assignments serve as great ammunition for a student who wishes to rationalize his or her detachment.

4.2.5 Miscellaneous strategies of deterrence: Course discussions where students are invited to share research experience and knowledge Professor lectures based on and attributed to content drawn from student assignments A requirement for students to occasionally present research findings or other written work to the class or professor.

 

4.3 Detection Detection is both a manual process driven by professorial experience and a technology driven process with continued room for growth and improvement.

Practical Strategies

4.3.1 Assignment exit interviews: Standardizing one-on-one conferencing with each student following assignment submission requires each student to defend his or her writing.

4.3.2 Manual literary fingerprinting: Of the many strategies outlined in this account, this may well be the most readily adaptable to any context where writing forms a portion of the coursework. Here, the orientation process for any writing intensive course will begin with an in-class writing assignment.

4.3.3 File properties: One way to improve the chances of detecting ghostwritten work is to simply be a savvier user of technology than the average cheating student. It’s easier than one might think.

4.3.4 Computational literary fingerprinting: Based on the effectiveness and value of Turnitin.com as a strategy for plagiarism detection of the non-ghostwritten variety, this strategy may best predict the future of ghostwriting detection.

 

4.4 Dedication Detection is all well and good, but let’s face it, people good at detection are more likely to join a police force than a teachers union. Teachers are in the classroom to teach. This is where the fourth “D” comes into play. The instructor must be dedicated to the education of his or her students, not just to punching an academic time card.

Practical Strategy

4.4.1 Identify struggling students and see that they get help: These are the students who are by far the most likely to employ a ghostwriter. In order to reduce the presence of the ghostwriter in the classroom, educators must take pre-emptive steps to identify those who are most likely to need his services.

 

For more blogs and articles about international students, academic integrity and international education click through.

Essay Mills Ghost Writers and University Students

Academic integrity, copying, plagiarism, collusion, ‘ghost writing’ and essay factories have become a fact of life in university or higher education, internationally.  This article endeavours to explain how or why is it an issue but at same time, short on what are the solutions?

While western democracies, and the developing world, have politicians, business and public leaders openly flouting ethical standards through egregious corruption and related unethical behaviour, is it any wonder?

Some solutions are precluded by universities’ corporate or financial needs e.g. rather than (barely modified) assessments that are more efficient to grade (or worse more multiple choice), there maybe a need for a return to in class open book and variety of assessments?

Academic integrity plagiarism essay factories and ghost writing for university students

Academic Integrity at University (Image copyright Pexels).

From The Guardian, Chris Husbands:

Essay mills prey on vulnerable students – let’s stamp them out

Universities alone can’t stop the rise of essay mills. We need support from the government and tech firms to defeat them

In the 1990s, there was enormous optimism around how the internet would connect people and make knowledge available to all. Fast forward twenty years, and identity theft, cybercrime, online bullying and appalling sexual exploitation have become everyday news stories. Increasingly, it’s the perversions of the internet which dominate our thinking.

The business model is simple. You have an essay to write, you are time poor, you pay a fee for the essay to be written. The fee these crooks charge depends on the length, the standard you are looking for, and the deadline you are facing….

For universities, the digital world’s most concerning development is the spread of essay mills. They’re not new: it’s always been tempting for some students to pay someone to do their work for them. But the internet has vastly eased the relationship between customers and suppliers, fuelling the growth of these essay mills….

….Learning is based on integrity and scholarship: showing that students have read, understood and been influenced by the work of others, and can explain how their thinking is new or different. Education is not about getting grades, it’s about being an active participant in learning opportunities. If some of that is difficult, well, difficulty is the point….

….The Secretary of State for Education’s announcement that tech firms should block payments to essay mills and students should report on their peers is a step in the right direction. We need to work together to preserve the integrity of the UK higher education system from these unscrupulous companies, and the way they prey on vulnerable students who don’t fully understand the implications of their actions.’

Chris Husbands is the vice-chancellor of Sheffield Hallam University

For more articles and blogs about academic integrity, copying and student plagiarism click through.