Plagiarism : proactive prevention instead of reactive punishment

Purpose - This study investigated whether providing university students with extra feedback regarding their referencing improves their referencing confidence and reduces their propensity to plagiarise. The study also sought to increase our understanding of what factors underlie student plagiarism.

Design/methodology/approach - Undergraduate and post-graduate accounting students were surveyed regarding their experience when completing a formative essay designed to give feedback on their referencing ability. All students in one undergraduate and one postgraduate accounting course were invited to participate in a post-assessment, electronically administered survey consisting of sixteen question.

Findings - The results indicate that a considerable number of the students perceived the formative assessment to be of benefit with respect to improving their referencing confidence. A significant proportion of the students indicated that their understanding of what constitutes plagiarism and their confidence in avoiding plagiarism improved as a result of the assessment and its associated feedback.

Research limitations/implications - This study supports the provision of assessment designed to assist students with improving their ability to both recognise and avoid plagiarism in their written work. However, this research has not investigated whether these types of exercises lead to an actual reduction in the incidence of plagiarism in tertiary student cohorts. This is an area for future research.

Case study of e-learning experts in Malaysia : impact of social capital and social networks

This paper examines the experiences of selected academics pioneering e-learning in Malaysian tertiary institutions. It begins with an overview of the broad factors shaping the Malaysian educational environment and then proceeds to examine the experience of individual teachers and e-learning programs. It takes an in-depth qualitative approach to engaging with this case study material drawing heavily on semi-structured interviews with key actors.
Conversations with several respondents suggested that the social networks of mentor relations found in the Malaysian case studies might be aptly described as ‘bamboo networks’. Bamboo, which happens to be plentiful in the Malaysian peninsula where these case studies are based, spreads from clump to clump through a series of underground connections involving a mature clump of bamboo sending out a subterranean runner, often over very long distances that then emerge into the open as a new bamboo clump.
All of those interviewed reported that they have found it difficult to find a support base in their first years of pioneering online developments. Consequently, they tended to fall back on their peer networks linked to the institutions at which they had studied. Prominent individuals championing e-learning in the institutions where they teach tend to form small groups for information sharing and networking. They do look to their management for tacit ‘permission’ rather than direct encouragement. Consequently, the active promotion of e-learning in Malaysia can be described as being ‘middle-down’ rather than ‘top-down’ in nature. That is to say, it is mid-level teachers that inspire those below them to join in the development of e-learning programs. They are internally driven and strongly motivated. In time, their activity should produce new generations of locally developed e-learning experts but this has yet to take place in a substantial fashion. This study shows that both men and women ‘academic guanxi’, or peer networks, play a key role in the adoption of online technologies. Key early adopters become change-agents by inspiring a small network of their peers and via their guanxi networks. It was also discovered that motivation is not simply an individual matter but is also about groups and peer networks or communities of exchange and encouragement. In the development of e-learning in Malaysia, there is very little activity that is not linked to small clusters of developers who are tied into wider networks through personal contacts.
Like clumping bamboo, whilst the local clusters tend to be easily seen, the longer-range ‘subterranean’ personal connections are generally not nearly so immediately obvious. These connections are often the product of previous mentoring relationships, including the relationships between influential teachers and their former postgraduate students. These relationships tend to work like bamboo runners: they run off in multiple directions, subterranean and unseen and then throw up new clumps that then send out fresh runners of their own.

Visionnaire 2011

Visionnaire : A screening of postgraduate and masters films

Play ‘Crack the Sky’ - Steffen Hagen
The Priest - Benjamin Engeset
Sitcom Idiots Inc. - Mitchell McTaggart
Playing for it - Jacinta Adams, Alex Dance, Simone Berman, Esteban Ulloa, James Westland & Jarrod Watters
The boy who lived in the cemetery - Kerina Pereira, Emma Robinson, Tim Mitchell, Helin Kusman & Rebecca Drought
A Burger too far - Scott Burgess, Rhys Salmon, Karina McCowan, Tom McCann, Michael Hales & Aidan Truscott
Crimson Drive - Samantha Kuruvita, Shaun McFadyen, Vegard Dahle, Anja Aasheim, Shehan Vestrheim & Mikael Skramesto
Mikael - Kathleen Lynch, David McKinnar, David Davey, Alex Voltz, Gavin Juchnevicius & Shannon McFarland
A Slight Case of Death - David Laub, Tian Zhang, Janine Evans, Josh Horeau, Jacobo Arenas & Ben Teychenne
Neil - Courtney Gardiner, Rebecca Jacobs, Mark D’Alessandro, Jacob Williams, Trygve Nordhammer & Paul Mooney
Little Donnie Berner - Louise Walsh, Bhare Kesmaei, Matthew Skibicki, Krister Svensli & Nicholas Issell
Intervention - Georgie Thomas, Allison Flanagan, Allison Erlanger, Fredrik Waldeland, Torkild Ziegler & Brad Smith
Vicissitudes - Ben Mix, Sinead Lau, Claire Patterson, Joel Buncle, James Magree & Thomas Boarder

Measuring postgraduates’ research experiences in an Australian university

This article reviews two instruments which have been used to measure postgraduates’ research experiences in an Australian university; (1) the UK Postgraduate Research Experience Survey (PRES); and (2) the Australian Postgraduate Research Experience Questionnaire (PREQ). A comparative study of PRES and PREQ at an Australian university was carried out in 2011. The data collected by the university using PREQ were used as a reference base to compare the validity of the PRES data gathered by the researchers. The results were then benchmarked against the state of Victoria and Australian national standards.

Urbanheart surgery - a logic of design alternatives

In 1972 Sir Leslie Martin in his essay “The Grid as Generator”, advocated “a strong theoretical basis for [planning and] urban design” (Carolin P, 2000, p4) by methodically shifting design parameters regarding the way “in which buildings [could be] placed on the land” Martin was able to demonstrate how the generation of alternatives could “allow wider scope for decisions and objectives” to be considered and discussed (Carmona M, & Tiesdell S 2007, p81). Operating within a conventional design studio yet drawing of Sir Leslie Martin’s logic, ie developing an informed understanding of a problem by identifying a finite world of design ‘alternatives’, the following paper outlines a studio based program at the School of Architecture and Building, Deakin University, referred to as the ‘UrbanHeart Surgery’. While most atelier-based courses operate largely on an ad-hoc basis where students often work within self imposed competitive isolation, Urbanheart adopts a more open yet structured approach where students work in design collaboratives to generate a matrix of alternative design scenarios. The program actively integrates postgraduate students from Architecture, Urban Design and Planning into a design research culture and allows them to engage in critical discourse by working on strategic design projects in three areas significant to the future development of the state of Victoria: Metropolitan Urbanism, Urbanism on the Periphery and Regional Urbanism.

Indian student concerns about violence : exploring student perceptions

While considerable attention has been given to the spate of attacks on Indian students in Australia in 2009 and 2010, less attention has been paid to how the students who were at the centre of the furore perceived the violence. In this paper we explore the perceptions of Indian postgraduate and undergraduate male students studying in Melbourne, Australia, based on data gathered in focus groups. Analysis revealed four broad themes in students' explanations for the attacks: race hate versus opportunism, intercultural issues, systemic ineffectiveness, and media reporting. Students' perceptions of the reasons for the attacks were divided in some areas and aligned in others. There was divergence among students about whether the attacks were race hate crime or opportunistic, and about intercultural issues. Students' perceptions were aligned on issues of systemic ineffectiveness and media reporting. In the current context of decreased international enrolments from Indian students, in which we seek to better understand them, the findings provide implications for international student policy and planning priorities.

Discovering the value that the library can contribute to quality teaching and learning through student evaluation data

Large surveys of library user service quality perception are common. However, student evaluation of teaching (SET) data often show a disparity between ratings of library service quality and library resource quality. In this situation, perhaps SET data can also provide insights into what contributes to the perception of library resource quality, and hence identify leverage points for quality improvement interventions. This paper documents an analysis of available Deakin University SET data relating to student interaction with, and evaluation of, library resources. It highlights significant correlations associated with library-related SET items, and from them infers actions that the library could undertake to improve the value and perception of the quality of library resources. The following results were observed. High ratings for library resources were likely to be associated with high general ratings of teaching and unit quality. Postgraduate coursework students rated library resources significantly higher than students in the first three years of undergraduate programs. Students in one faculty (Health) rated library resources significantly higher than students in all other faculties. There was a strong correlation observed in Australasian Survey of Student Engagement data for both 2009 and 2010 between the two items “Used library resources on campus or online” and “Worked on an essay or assignment that required integrating ideas or information from various sources”. These findings suggest the following conclusions. Well-planned learning environments are likely to integrate meaningful student interaction with the library. Initiatives to improve the value and perception of the quality of library resources should be focussed on the specific characteristics and needs of particular student cohorts to have maximum impact. More sophisticated assessment tasks that require students to interact with the library have the potential to result in higher student ratings of the value of library resources.

Professional midwifery education : blended teaching and learning approaches

Blended teaching and learning approaches are used in the postgraduate course of Graduate Diploma of Midwifery for students who are predominately women with family responsibilities residing in metropolitan, regional, or rural Victoria, a major state in Australia. The Virtual Maternity Clinic (VMC), a virtual learning experience (VLE) research project, was implemented during trimester 2, 2009. The purpose of the project was to expand the blend of teaching and learning activities to support students in their preparation for professional practice. The VMC includes four characters in early pregnancy and care provided by their midwife. All students enrolled in midwifery courses (postgraduate and undergraduate) at Deakin University were recruited to participate in a two-phase, pre- and post-use evaluation process related to the VMC. Findings from the pre-evaluation included that students 'had high expectations of the VMC in supporting their learning. The results from the post-evaluation of the VMC indicated that students 'were very satisfied that the VMC supported their learning. Future research directions include further development of the VMC.

Feeding back and enhancing authentic learning in quality course assessment design : locating information systems education in rigorous educational research

Locating information systems education foursquare within rigorous and substantial educational research is crucial if the discipline is to receive the scholarly attention that it warrants. One way to do that is to highlight how current information systems course design in Australian undergraduate and postgraduate programs exhibits the strongest possible elements of contemporary learning theories. This paper analyses selected features of the design of an information systems postgraduate course in an Australian university, including the use of peer review of journal entries and writing professional reports to enhance authentic learning and maximise quality assessment design. The analysis is framed by the principles of instructional design theory (Snyder 2009). The authors argue that, by demonstrating theoretically grounded and effective educational practice, the course highlights the value of being located in wider educational research, and of bringing the two fields more closely together.

Visionnaire

Visionnaire : A screening of postgraduate and masters films

All I Have Left - Merei, Daniel
The Score - Holland, Thomas,
The Beard Fairy - Morrison, Luke
Retracing the End - Biviano, Shannon, Lee, David, Ooi, Zihui, Joo, James, Partovifar, Hadi, Karantzas, Alexandra
Armed - Francisco, Mia, Weise, Timothy, Benyaminovich, Mark, Medew, Sarah, Barker, Nic, Walker, James E.
The Library Museum - Song, Miru, Larmour-Reid, Ezra, Yii, Emily, Mentzoni, Kristoffer, Janssen, Hans, Yong, King
Children Can Write Poetry - Carolan, Olivia, Wilson, Robert, Sebastian, Justin, Noonan, Sam, Wally, Joe, Huang, Janet
Ill Will - Evans, Sheridan, Thorborg, Oscar, Tofteberg, Lise, Vawdrey, Michael, Moraes, Jamie, Meyer, Nina
The Toothpick Man - Devandran, Yogashree, Arntzen, Kim, Sheah, Ju Er, Kusdina, Karina, Rahim, Amir Abdul
Necare - Thomas, Rohan, Wijananda, Adi, Graham, Alice, Low, Nicholas, Wong, Aaron, Kitchen, Zachary
Glass - Stringer, Blake, Anderson, Robert, Kelada, Matthew, Hafner, Katrina, Warner, Timothy, Vivian-Williams, Olivia
Brick Road - Moore, Kimberley, Cleeve, Guy, Kennedy, Ryan, Terry, James, herbert, Robert, Wilson, Eleanor
Ties - Rondos, Maximo, Gordes, Liam, Ruddy, Dylan, Blakley, Jock, Pitches, Devan, Mitchell, Robert

Framework for the relational analysis of texts : theory and practice.

This workshop is useful for academic researchers and postgraduate students who wish to explore relational approaches to the examination of the organisation of academic texts.
The first part of the workshop introduces the theory and premises of the framework for the rhetorical analysis of the structure of texts (FARS). FARS provides a functional account of the structure of text in terms of the strategies employed by writers to achieve their communicative purposes. Its coherence relations obtain from the level of text as a whole to the clausal level. The discourse parts at all levels except the bottom level constitute relational schemata. FARS relational taxonomy includes the following relational clusters: Elaboration, List, Causal, Adversative, Facilitation, Assessing and Digression. The second part of the workshopl provides opportunity to practice relational analyses of selected texts within this framework.

Indigenising civil society : applying Ibn Khaldun’s asabiya concept on tribes in Iraq

After the US-led invasion of Iraq in 2003, civil society has become among the buzz words that are frequently used by local and international government and non-government institutions. However, the connotations of civil society were merely drawn from Western conceptions referring to formally organised types of institutions, like NGOs, unions and media. This paper argues that Muslim/Arab theories should also be tested in their original indigenous societies before generalisation of Western models. The Western conceptualisation overlooks the informal type of civil society organisations and excludes family and kinship ties from its equation. Indigenous social structures, i.e. tribes are key active player in the daily life of the Iraqi political, economic, social and cultural scenes. This study argues that the spirit of social solidarity drawn from Ibn Khaldun’s “asabiya” concepts as well as functions of civil society organisations are the bases for examining tribes in Iraq. Tribes have played significant roles in conflict management, peace-building, reconciliation, policy-formulation, advocacy, active citizenship and democratisation since 2003. The article concludes that, based on their sense of solidarity that is the impetus to functions, tribes are among the active civil society organisations in Iraq.

Antecedents and consequences of service quality in a higher education context : A qualitative research approach

Purpose – The purpose of the paper is to report on the perception of students in regard to critical antecedents, dimensions and consequences of service quality with an aim to develop a theoretical model in the context of a university in Australia.

Design/methodology/approach – This research used focus group discussions with 19 students who had been studying in undergraduate and postgraduate level programs at an Australian university.

Findings – The findings show that the critical antecedents to perceived service quality are information and past experience. There are three aspects of perceived service quality, namely, academic, administrative and facilities. Student satisfaction and student trust are found to have direct and positive relationships with perceived service quality as consequences; and brand performance and behavioural intention are found to have indirect relationships with perceived service quality mediated through satisfaction and trust.

Originality/value – This paper found three separate themes and their relationships with service quality in the context of a university. These themes are: information, past experience and brand performance. Perceived service quality was found playing an important role in this theoretical model. The model provides a good explanation of university brand performance and students' behavioural intentions.