Presentation by David Taylor, LUBS

Leeds University Business SchoolSome reflections ontackling plagiarismDr David Taylor November 2009

Who am I?• Business School Director of Teaching Quality• I research “Plagiarism” and “How Students Work”(these reflections derive from student feedback and experience over 10 years)• I sit on the panel considering all plagiarism cases inthe School• I review all undergraduate assessed workLeeds University Business School

The next 20 minutes• What we did in 2008-9• What we learnt• What we changed for 2009-10• Case histories and examplesLeeds University Business School

Underlying principles• “Depersonalise plagiarism” – make it an offenceagainst the academic community not the marker• Engage the “academic community”• Focus effort where it is most effective• Look for consistency, comparability and fairness• When providing support don‟t emphasise“plagiarism”Leeds University Business School

2008-9: What we did• Put all assignments through Turnitin• Reviewed reports with matching text >5% from asingle source or multiple matches of >3%cumulatively >10%• Referred all „significant matches‟ for confirmation• Applied “No Action” “Warn” or “REFER”Leeds University Business School

2008-9: What we learnt I• Turnitin® does not “detect plagiarism” it “matchestext”• There is a high “noise level” in assignments• Some assignments have an inherently high level ofmatching text• Focus efforts where they are most effectiveIt took up to 10 hours for one module, over 100 hours in totalLeeds University Business School

2008-9: What we learnt IIAnalysis – 1860 UG assignments• “Refer” and “Warn” were closely associated withhigh matched text:• 50%+ match 66% “Refer” or “Warn”• 40-49% match 29% “Refer” or “Warn”• 30-39% match 10% “Refer” or “Warn”• 20-29% match 1% “Refer” or “Warn”• below 30% match only 3 REFERS from 1270 assignmentsLeeds University Business School

2009-10: What we changed• Ask Module Leaders about their assignment brief inadvance• Focus efforts on “significant reports”- Increase thelevel of matching text triggering a report review (20-30%)• Recognise “inadequate referencing” - What is“attribution”?• Ensure timely consideration of cases - this might meanmissing borderline casesLeeds University Business School

Case study 1: UG students• Provided a 15-20 minute session for all first years• Not in induction (November)• Emphasised student feedback and “How to do anassignment” – NOT “Plagiarism”• Explained clearly what we do and gave out a Turnitin® report• Outcome?Leeds University Business School

Case study 2 – PG Taught students• Plagiarism Quiz in induction• Analysed results – not anonymised• Gave generic feedback to all• Identified those requiring additional support andprovided it• The take up – 3/45!Leeds University Business School

Feedback Example 1:Exchanging assignmentsUsually done in electronic format, i.e. e-mailattachment or on a data storage device• This is not advisable, try alternatives• If you do this:– Be very careful – your work can end up in someone else’sassignment;– Ensure that you clearly say “this is for guidance – don’t copy it”;– Be prepared to prove the assignment is yours (and have theevidence to back this up).Leeds University Business School

Exchanging assignments3. Exchanging assignmentsI exchange completed word-processed assignments with otherstudents before submitting them;Never 67% Have done 33%I let someone I trust have my completed assignment to helpthem with their assignment;Never 64% Have done 36%Leeds University Business School

Feedback Example 2:What we do• All assignments go through Turnitin®– Turnitin is text matching software; NOT “Plagiarism Detection”– Turnitin® matches text in your assignment against sourcesincluding other student assignments• Look at the individual assignment reports fromTurnitin® and check if the match is significant• Follow up ALL significant matchesLeeds University Business School

Feedback Example 3:Essential principles• If you use someone else‟s words or ideas make surethe reader/marker knows this.• If you work with others make sure the assignmenthanded in is “yours”.• Use a “reasonableness test” when you finally readthrough your assignment before handing it in.Leeds University Business School

The reality of the situationORMISINFORMEDCHEATLeeds University Business School

Leeds University Business SchoolANY QUESTIONS?