Faculty of Education - Theses
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ItemPlagiarism in higher education: confronting the policy dilemma( 2010)Plagiarism is a problem that all universities have to address, not only to maintain academic standards, but also to maintain institutional reputation and confidence in the tertiary sector. In a global context of massification combined with competition for students, government funding, and income, these are crucial concerns. Policy is a central avenue for defining acceptable behaviour and for signalling that institutions are prepared to deal with activities contravening their expectations. However, plagiarism presents distinct challenges for policy, many of which arise from its amorphous nature. This study analyses the language, content and structure of policy according to the principles of social constructionism, using policy documentation related to student plagiarism from all 39 Australian universities. It is the first comprehensive, sector-wide survey of policy on plagiarism that also provides detailed analysis of depictions of plagiarism. This research shows the ways in which plagiarism is depicted as a problem for universities, and thus develops new insights into the relationship between conceptualisations of plagiarism as an offence and institutional responses to cases of plagiarism. The linguistic analysis approach of Appraisal is used as a device to analyse selected sections of policy documentation. These data are supplemented by interviews with people experienced in formulating and implementing policy on plagiarism. The study found that policy attributes multiple causes to unintentional plagiarism: misunderstanding; lack of knowledge; and carelessness. While it is acknowledged that there may be contributing factors, intentional plagiarism is attributed solely to student choice. Moreover, plagiarism is commonly depicted as an offence. Student intention is the key criterion for determining the severity, and the intensity of response, for any specific instance of plagiarism, although policy does not always express this explicitly. There is variation across the sector in the key criteria presented in policy. This thesis concluded that institutional policy acknowledges the complexity of plagiarism in its range of criteria and possible responses to individual cases. However, depicting minor and/or unintentional plagiarism as an offence may have some undesirable consequences for teaching and learning. This study offers broad recommendations for policy in minimising the predominating depiction of plagiarism as an offence; for approaching the criteria by which the severity of instances of plagiarism and the intensity of the institutional response to these cases are assessed; and for acknowledging the different contexts of coursework and research students.
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ItemPedagogical practices and adult learners’ professional formations: a multiple-case study within a Malaysian university( 2010)With the belief that the quality of the workforce can be improved by increasing the number of those with tertiary qualification in the workforce, higher education in Malaysia has been entrusted by the government to help develop the needed human capital. Among the many public universities, Universiti Teknologi MARA (UiTM) confronts greater challenges due to its special mission to overcome the shortage of Bumiputera [‘sons of the soil’] manpower at the professional level. The thesis sought to examine professional formations as these are constructed through transitional experiences of adult learners moving between higher education and employment. It also investigates how pedagogical practices in Universiti Teknologi MARA (UiTM) Malaysia impact upon these experiences. A multiple-case study utilised quantitative and qualitative methods in five different programmes. The findings were derived from questionnaires, interviews, and classroom observations, which involved ten lecturers, and five groups of learners. Five practising professionals were also interviewed to explore what they do at work, and their views of UiTM graduates. The findings show that the learners’ professional identities were variably formed, with age, quality of experience, and qualification as important markers. The learners’ work experiences were helpful as these experiences helped connect theoretical knowledge to their everyday lives and professional practices. Depending on the engagement, their studies and work had reinforced their knowledge and had been beneficial in many aspects, in a symbiotic relationship which suggests the relevance of different ways of ‘knowing’. Another significant finding is that lengthy engagement with practice is required for professional learning and for becoming an expert, as lifelong experience plays an important role in doing work successfully. Through its findings, the thesis recommends changes in policy and practices so as to provide more relevant and responsive educational opportunities for adults in institutions of higher learning.