Last updated on 2 May 2022
More about plagiarism
Plagiarism in assignments and theses
Plagiarism in assignments and theses
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Memo for lecturers - January 2020
This memo is primarily intended to give SBE examiners a short guide to faculty policy on plagiarism, including their own role and the role of the Examination Board in this. It also gives a background for completing the plagiarism reporting form. This plagiarism reporting form can be found on Academic Course Support (ACS).
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Background
Plagiarism is an important and relatively common form of fraud. The SBE Examination Board deals with around 65 cases of plagiarism each year. The TER defines fraud and plagiarism as follows: "the actions a student takes or fails to take, which make it completely or partly impossible to properly assess his/her knowledge, understanding and/or skills" (Article 1.2). See also Regulations and Guidelines regarding examinations SBE (R&G, Article 23). This may not require further explanation for lecturers, but a number of findings from existing academic research into plagiarism in higher education are worth mentioning.
- Studies repeatedly show that generally, students’ and lecturers’ views on plagiarism differ widely. In his much-cited article, Park used the following apt formulation: “Many students generally regard plagiarism as ‘no big deal’” (2003, p.476).
- Several studies in Anglo-Saxon countries have found that around 40-60% of students report that they have used material in their studies without acknowledging their sources. Around 10% even admit to regularly plagiarising substantial parts of assignments (Carroll, 2007; Selwyn, 2008). This finding has been confirmed by major re-analyses of submitted assignments (Walken, 2010).
- Research into the use of electronic detection systems shows that the systems can be helpful in detection and deterrence. However, it was also found that these systems have some major limitations: (1) they cannot detect all kinds of plagiarism, (2) they can lead to uncertainty or opportunistic behaviour among students, and (3) they may lead to too much attention for percentages rather than the quality of the assignment and the students’ skills (e.g. Atkinson & Yeoh, 2008; Badge, 2007; Youmans, 2011).
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The role of lecturers
The most important regulations regarding detection and dealing with fraud and plagiarism can be found in the R&G. Some of the guidelines that are most relevant for the role of the lecturer are briefly summarised and clarified below.
Assessment
- For every assignment, lecturers not only assess the content, but also assess whether any plagiarism has been committed. If a student hands in an assignment, this automatically means that the lecturer can include the text in an electronic detection program (see R&G, Art 23 sub b and sub 3).
- It is important to check whether the plagiarism is due to ‘academic sloppiness’ (e.g. inadequate paraphrasing by first-year students) which can be dealt with and corrected as part of the course, or whether it is intentional misconduct and malpractice.
Notification
- If there is the suspicion of plagiarism, lecturers are obliged (both as scientists and as employees of VU) to immediately notify the Examination Board. Please contact the Secretary of SBE’s Examination Board by email: secr.examencommissie.feweb@vu.nl
- Lecturers are requested to include any evidence, including at least
- a copy of the original assignment
- a copy of the plagiarized text or references to this text, and
- an indication of where and to what extent plagiarism has taken place (e.g. a Turnitin score and document)
- After the Examination Board has spoken to the student in question, the lecturer may be asked to give a more detailed explanation.
- Students may appeal to the verdict by the Examination Board, whereas lecturers may not.
Administration
- It is of the greatest importance for lecturers NOT to award any grade to the student if plagiarism is suspected. If plagiarism has been proven, the Examination Board will register a 0. This grade is exclusively used in cases of fraud.
Prevention
- Lecturers can also play an important role in prevention, e.g. in the set-up of the curriculum (for instance the Academic Skills course) and by raising student awareness of the nature and seriousness of plagiarism in an academic environment. In addition, plagiarism may also be explicitly discussed in lectures and taken into account when designing tests.
- The following circumstances are mentioned in research as important reasons for committing plagiarism (e.g. Comas-Forgas & Sureda-Negre, 2010; Gullifer & Tyson, 2010; Park, 2003):
- Lack of deterrence: there is only a relatively small chance that the student will be caught; moreover, the penalty is mild.
- Temptation and opportunity: access to relevant information is mostly unrestricted, and information can easily be shared among students.
- Pressure: students experience high levels of time pressure and performance pressure.
- The assignment itself: students may not see the importance of the assignment, experience it as too complex, or feel that they lack the skills to complete the assignment.
- Knowledge and attitude: the students have a lack of knowledge about plagiarism, or they fail to take plagiarism, their lecturers or the university seriously.
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The role of the Examination Board
The Examination Board not only focuses on detection and punishment, but also considers prevention and transparency as important parts of its policy. The most relevant tasks related to the role of the Examination Board in managing suspected plagiarism are briefly summarised and clarified below.
Communication
- If the Examination Board receives notification of suspected plagiarism, it will inform the student involved in writing.
- Lecturers can expect the Examination Board to inform them about the decision-making process regarding fraud and punishment.
Assessment
- Based on the information submitted as well as an interview with the student and two members of the Examination Board, it is determined whether the case really constitutes plagiarism.
- If the Examination Board determines plagiarism has been committed, it will
- deliver a verdict of fraud
- impose a sanction, and
- record the fraud in the student’s file
- In its assessment, the Examination Board uses the following assumption:
- Group work always involves collective responsibility. This means that if someone’s name is on the assignment, this person is responsible for the complete content, no matter how or to what extent he/she contributed.
- Plagiarism can never be excused. Something may constitute plagiarism, whether it was intentional or not.
- Even if plagiarism occurs ‘only’ in a small part of the assignment, or ‘only’ in the work plan, it is still seen as fraudulent behaviour.
Punishment
- In cases of plagiarism, and taking into account proportionality and equality before the law, the Examination Board can impose the following sanctions:
- A paper that contains plagiarism cannot remain valid. The invalidity is therefore not a sanction but a logical consequence of plagiarism. The paper is assessed with the grade 0. Normally the exclusion of participation in the course in question for a period of three months is linked to this as a sanction.
- In case of a repeat offence or a serious form of fraud, the Examination Board can decide to exclude the student from all exams for a maximum of one year or recommend the student’s expulsion from the study programme.
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