Beruflich Dokumente
Kultur Dokumente
_______________________________________________________________
Bibliography...................................................................................................................................................... 13
Treatments of academic plagiarism tend to presuppose a common ideological ground in the creative, original
individual who, as an autonomous scholar, presents his/her work to the public in his/her own name. (Scollon,
1995, p. 1)
Plagiarism is an issue of pressing current concern, for it seems to be increasing in Higher Education in those
western countries in which research has been done. Examples are provided by Whitely &Keith-Spiegel (2002)
for the United States, by Stefani and Carroll (2001) for Britain, and O'Connor and Lovelock (2002) for Australia.
The incidence of plagiarism in British Higher Education has been part of this general trend, then, but it has
taken place at a time of considerable change in the university system generally-notably a move from an elite to
a mass system. For this reason, the factors that commentators have suggested are responsible for the increase
in plagiarism in Britain may be different in detail from those noted in other countries. In Britain (e.g. Ashworth et
al., 1997), the increase has been ascribed to various things. Changing methods of assessment, with a lessened
role for formal, invigilated (i.e. proctored) examinations and a greater place given to various kinds of
coursework-term papers-and projects (Rust [2002] provides a review) have been implicated in the growth of
plagiarism. So has the centrality of communication and information technologies in student learning. In
particular the Internet allows the student to cut from a huge range of sources and paste into their own work.
(There is for various reasons, some to do with the style of work required, less use of "term paper mills" in
Britain, but for the US situation see Weisbard, 2002; Standler, 2000; Davis, 2002.) As Scanlon and Neumann
(2002) write:
What is not yet as clear is how these technologies are shaping a new generation of students' conception of
what does and does not constitute fair use of the countless texts so readily available at their desktops. How
students use the Internet to complete research and to write papers, and how we respond to electronic textual
appropriation, are and will be critical matters for university faculty and administrators as information technology
continues its dramatic growth within higher education.
Another factor which has been implicated in the increase of plagiarism is the growth in emphasis on group-
based learning (Thorley and Gregory, 1994) with the attendant ambiguity over collective and individual
ownership which this can bring (Ashworth et al., 1997). Finally, the claim that the discourse of "consumer" has
Weisbard, PH. (2002). Cheating, plagiarism (and other questionable practices), the internet and other electronic
resources, http:/ /www.library.wisc.edu/libraries/ WomensStudies /plag.htm (accessed 9th August 2002).
Wertz, F. (1983). From everyday to psychological description: Analysing the moments of a qualitative data
analysis. Journal of Phenomenological Psychology, 14,197-241.
Whitley, B.E. and Keith-Spiegel, P. (2001). Academic dishonesty: An educator's guide. Mahwah: Lawrence
Erlbaum.
AuthorAffiliation
Peter Ashworth, Madeleine Freewood, and Ranald Macdonald
Sheffield Hallam University
Volume: 34
Issue: 2
Pages: 257-278
Number of pages: 22
Year: 2003
ISSN: 00472662
CODEN: JPHPAE
Ashworth, P., Freewood, M., & Macdonald, R. (2003). The student lifeworld and the meanings of plagiarism.
Journal of Phenomenological Psychology, 34(2), 257-278. Retrieved from
http://proxying.lib.ncsu.edu/index.php?url=/docview/211494168?accountid=12725
_______________________________________________________________
Contact ProQuest
Copyright 2014 ProQuest LLC. All rights reserved. - Terms and Conditions