Factors to consider

In order to effectively address the incidences of academic dishonesty it is important to understand the causes (JISC 2002). The following table provides an outline of some of the causes of intentional and unintentional academic dishonesty.

	Intentional Unintentional Pressure to succeed and penalties for failure The perceived lack of interest by the teacher - "why should I care, they don't" Poor time management skills; Inability to cope with the workload The probability of getting away with it Confusion between plagiarism and paraphrasing A lack of understanding about what constitute academic dishonesty; Poor research skills Difficulty in evaluating sources; Poor note-taking skills Lack of knowledge about correct referencing Confusion about terminology

James et al (2002) believe that some instances of unintentional academic dishonesty can be related to cultural experience, the table below outlines two key points to keep in mind.

	Lack of local cultural knowledge Setting assignments and readings based exclusively on local content or issues or the application of theory or concepts to local situations and scenarios is likely to seriously and unfairly disadvantage many international students. International students should have the option to use their knowledge of their own local context in at least some assignments. Including the choice of culturally diverse assignment topics, texts and exemplars to all students will not only help international students demonstrate their understandings of concepts but will also offer the opportunity for local students to broaden their horizons. Unintentional cheating One of the most common issues for international students (and domestic students as well) is unintentional plagiarism. In some educational settings outside Australian higher education, the more closely a student can replicate the work or words of an expert, the greater the student's learning or mastery of the subject is considered to be. Some students are unaware that this is not usually the case in Australian higher education and that, in sharp contrast to their previous experience, they may be penalised for such replication.It is advisable to explain to students that learning to correctly use the words and ideas of others is, in most courses, essential for their success as a student in Australian higher education. Of course, it is equally advisable to provide the necessary resources and support so that students can develop the requisite skills. Pointing students to language, learning and library resources and programs will be helpful.

From: James et al 2002, Assessing students unfamiliar with assessment practices in Australian higher education
http://www.cshe.unimelb.edu.au/assessinglearning/03/intstaff.html

The Assessing Learning in Australian Universities website also provides a useful handout for students which you can download and distribute in lectures/tutorials. To access the handout – 'Advice for students unfamiliar with assessment practices in Australian higher education' – go to
http://www.cshe.unimelb.edu.au/assessinglearning/docs/IntStudents.pdf or visit the web pages at http://www.cshe.unimelb.edu.au/assessinglearning/03/intstuds.html
.

The action

Once an instance of plagiarism is detected you will need to identify and document the sections of work you suspect, and from which sources they have been obtained. Turnitin is one tool available to UTAS staff to assist with the detection of plagiarism. For more information on Turnitin's use at UTAS, see the Turnitin website.

In accordance with Ordinance 9: Student Discipline, the Head of School then needs to be informed. Information to provide at this time includes the level of study of the student and whether you consider the plagiarism to be unintentional or not, along with the documentation of the plagiarism.

You may find it useful to refer students to the 'Consequences of Academic Dishonesty' section of this resource.