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Journal article 2789 views

Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education

Philip Newton, Phil Newton Orcid Logo

Assessment & Evaluation in Higher Education, Pages: 1 - 16

Swansea University Author: Phil Newton Orcid Logo

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DOI (Published version): 10.1080/02602938.2015.1024199

Abstract

Establishing a positive, proactive approach to issues such as plagiarism requires thatstudents are equipped with the skills and experience to act with integrity and thateducators are fully aware of the attitudes and ability of students, particularly when theystart university. This project used a que...

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Published in: Assessment & Evaluation in Higher Education
Published: 2015
URI: https://cronfa.swan.ac.uk/Record/cronfa20205
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first_indexed 2015-02-25T02:59:59Z
last_indexed 2019-06-14T19:32:29Z
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spelling 2019-06-14T16:40:42.9952591 v2 20205 2015-02-24 Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 2015-02-24 PMSC Establishing a positive, proactive approach to issues such as plagiarism requires thatstudents are equipped with the skills and experience to act with integrity and thateducators are fully aware of the attitudes and ability of students, particularly when theystart university. This project used a questionnaire-based methodology to probe theattitudes, ability and confidence of undergraduates newly enrolled at a university in theUnited Kingdom, with a focus on concepts relating to written assignments. Newundergraduates were confident in their understanding of plagiarism, yet performedpoorly on simple tests of referencing. Students were generally of the opinion thatacademic misconduct should be modestly penalised compared to the standard penaltiesimposed by the UK higher education sector. Positive correlations were found betweenconfidence, performance and recommended penalties, suggesting that confidentstudents did better on tests of simple tests of referencing and recommended moresevere penalties for transgressions of academic integrity. These correlations weresupported by findings that new postgraduates were more confident than newundergraduates, recommended more severe penalties, and performed better in thesimple tests of referencing. Findings are discussed in the context of educational needsidentified for students, educators and institutions. Journal Article Assessment & Evaluation in Higher Education 1 16 Academic integrity, plagiarism, collusion, referencing, essay mill 27 3 2015 2015-03-27 10.1080/02602938.2015.1024199 COLLEGE NANME Medicine COLLEGE CODE PMSC Swansea University 2019-06-14T16:40:42.9952591 2015-02-24T16:20:32.7374751 Swansea University Medical School Medicine Philip Newton 1 Phil Newton 0000-0002-5272-7979 2
title Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
spellingShingle Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
Phil Newton
title_short Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
title_full Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
title_fullStr Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
title_full_unstemmed Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
title_sort Academic integrity: a quantitative study of confidence and understanding in students at the start of their higher education
author_id_str_mv 6e0a363d04c407371184d82f7a5bddc8
author_id_fullname_str_mv 6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton
author Phil Newton
author2 Philip Newton
Phil Newton
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doi_str_mv 10.1080/02602938.2015.1024199
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description Establishing a positive, proactive approach to issues such as plagiarism requires thatstudents are equipped with the skills and experience to act with integrity and thateducators are fully aware of the attitudes and ability of students, particularly when theystart university. This project used a questionnaire-based methodology to probe theattitudes, ability and confidence of undergraduates newly enrolled at a university in theUnited Kingdom, with a focus on concepts relating to written assignments. Newundergraduates were confident in their understanding of plagiarism, yet performedpoorly on simple tests of referencing. Students were generally of the opinion thatacademic misconduct should be modestly penalised compared to the standard penaltiesimposed by the UK higher education sector. Positive correlations were found betweenconfidence, performance and recommended penalties, suggesting that confidentstudents did better on tests of simple tests of referencing and recommended moresevere penalties for transgressions of academic integrity. These correlations weresupported by findings that new postgraduates were more confident than newundergraduates, recommended more severe penalties, and performed better in thesimple tests of referencing. Findings are discussed in the context of educational needsidentified for students, educators and institutions.
published_date 2015-03-27T03:30:26Z
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