1. Plagiarism Advisory Service http://www.jiscpas.ac.uk Dr Fiona Duggan

2. Education  Increasing ‘consumerism’ in attitude towards education  Strategic approach by students to study  Changing nature of student population

3. Wider context  Growing problem in US  Increased access to electronic resources  Widespread confusion about referencing and citation

4. JISC response  4 pilot projects in 2001  Series of regional seminars  Invitations to bid for provision of advisory service and also national detection facility

5. Cut and paste plagiarism  Essaybanks initially primarily US focused  Wide coverage of subjects and essay topics not always good quality

6. Two types of service  Bulk providers relying upon the recycling of student essays  Customised, one-off essay writing service

7. Strategies  Electronic plagiarism detection The technological solution  Pedagogical approach  ‘Head in the sand’ approach

8. The ‘right’ approach  Harnesses technology and pedagogy  Is consistently applied throughout the institution  ‘Tackles the illness not just the symptoms’ PLAGUE (2002)

9. Technological approach  Number of detection products available  Detect collusion and/or plagiarism  Web-based or standalone  Tend to have been developed in US

10. JISC detection software  Password and user profile controlled  Either students or lecturers can submit papers  Software checks paper for text matches  Detects both cut-and-paste plagiarism and collusion  Software produces originality report

12. Is it plagiarism?  The report does not distinguish between properly cited text and unacknowledged sources  High instance of text matches may not always indicate plagiarism  Judgement of plagiarism remains with lecturer

13. Using the report  Can be used as an educational tool to highlight areas of concern  Can raise awareness of many of the issues relating to plagiarism  Can open up a discussion about academic integrity

14. Detection software  Should be viewed as one element of a plagiarism prevention strategy  Can be a deterrent  ‘Levels the playing field’

15. Using assessment to ‘design out’ plagiarism  Do course teams receive guidance on how to make courses less susceptible to plagiarism?  How do assessment criteria support and value skills?  Where are issues of academic integrity and values discussed?

16. Using assessment to ‘design out’ plagiarism  Challenges the nature and role of assessment  Beneficial for both students and lecturers  Takes time and effort!

17. Supportive policies and procedures  Outline academic conventions in appropriate language  Need to be consistently applied across the institution  Need to be clearly and frequently communicated to students

18. Penalties  Intent?  Extent  Level  Effect

19. Penalties  Need to be consistently applied  Need to be transparent  Should reflect the values of the organisation  Should be supportive of both staff and students

20. The good news is that by facing the challenge of this situation we might be forced to help our students learn what I believe to be the most important thing they can learn at university. That is just how the intellectual enterprise of scholarship and research really works. Hunt, Russell (2004) Whose silverware is this? Promoting plagiarism through pedagogy. Plagiarism: Prevention, practice and policies conference abstracts. Northumbria University

21. Plagiarism Advisory Service http://www.jiscpas.ac.uk