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• W78944229 abstract "ABSTRACTThis study examines the relationship between incidents of plagiarism and ethics pedagogy in a 2x2 full factorial, between subjects, quasiexperimental design using the General Linear Model. An objective surrogate is used to approximate the level of plagiarism in student writing assignments and then compared between classes which emphasized an altruistic approach to ethics versus a purely pragmatic view of ethical behavior (ethical egoism). The results show that ethical egoism may be a more effective pedagogy for teaching college ethics than pure altruism in terms of reducing the incidence of student plagiarism.INTRODUCTIONEvery college professor knows of the Internet's positive impact on the learning environment in higher education. Powerful search engines enable students to find large amounts of relevant material for their assignments in a manner of seconds. Faculty are, however, also painfully aware of the stunning rise in cut-and-paste plagiarism that is a direct result of these Internet search engines. This plague of student plagiarism has been documented as a widespread problem from high school all the way through graduate studies at both public and private institutions across the globe (Blum, 2009; Comas and Sureda 2010; Harding et al., 2004; Sunderland-Smith 2008). This creates a paradox because extensive ethical preparation is required by virtually all business and most other college curriculums.The chasm between ethical education and student behavior is troubling. Some studies have demonstrated that academic dishonesty in college is a precursor to deceit in the workplace (Harding et al., 2004; Nonis & Swift, 2001). If such is the case, then the widespread prevalence of plagiarism is even more disturbing because there will be costly consequences to society as students graduate and enter the workforce.Unfortunately, it is difficult to measure the impact of ethical education on student behavior. Ethics questions and examinations can test a factual knowledge of ethical rules and how a student would respond to a hypothetical ethical dilemma; but, such artificial measurements will not necessarily be representative of student behavior when they confront real choices that pit honest scholarship against shady shortcuts. Some studies have directly queried students about the prevalence and methods of plagiarism (Antenucci et al. 2009). Such investigations provide useful insights into the problem of plagiarism, but they fail to adequately measure the real cause-effect relationships because of potential bias in student perceptions of the problem. Students may also use the survey as a means to further their own agenda by providing responses that would cultivate instructor approval. Accordingly, there is a genuine need for going beyond traditional ethics examinations, case studies, and honesty surveys; higher education needs to assess the true impact of ethical preparation on student behavior.This study examines the relationship between incidents of plagiarism and ethics pedagogy in a 2x2 full factorial, between subjects, quasiexperimental design using the General Linear Model. An objective surrogate is used to approximate the level of plagiarism in student writing assignments and then compared between classes which emphasized an altruistic approach to ethics versus a purely pragmatic view of ethical behavior (ethical egoism). The results show that ethical egoism may be a more effective pedagogy for teaching college ethics than pure altruism in terms of reducing the incidence of student plagiarism.THE NATURE OF PLAGIARISMThere has been considerable discussion and research into the various types of student plagiarism as well as the factors that are purported to cause this form of academic dishonesty (Comas and Sureda 2010; Stevenson, 2001). Overall, the literature is not concerned with plagiarism which is caused by student ignorance of academic referencing requirements; and, it focuses on the deliberate submission of written or oral assignments that contain the words or ideas of other people without proper acknowledgment. …" @default.
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• W78944229 date "2012-10-01" @default.
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• W78944229 title "Student Plagiarism and Economic versus Moral Based Pedagogy" @default.
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