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  • 1.
    Larsson, Ken
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Anti-plagiarism strategies: How to manage it with quality in large scale thesis productions2013In: International Journal for Educational Integrity, E-ISSN 1833-2595, Vol. 9, no 2, p. 60-73Article in journal (Refereed)
    Abstract [en]

    More than 400 students write their bachelor’s or master’s theses each year at the Department of Computer and Systems Sciences, Stockholm University. In order to support self-driven student thesis work and to reduce the burden on supervisors for feedback on basic skills, an IT support system called SciPro was developed. An important consideration in developing this system was to take actions to reduce plagiarism. Both prevention and detection were accomplished with the following: 1) prevention by policy guidelines, FAQ, face-to-face information, peer-reviews and transparency in the process of recurrent online thesis manuscript hand-ins; and 2) detection by automatic originality check of the final manuscript enabled by integration between SciPro and Turnitin. Explicit rules and regulations as well as frequent education about anti-plagiarism targeting both students and supervisors were also important parts of the prevention strategy. Current results include: 1) substantial improvements in policy development; 2) successful integration of anti-plagiarism software; and 3) recurrent educational activities for students and supervisors have raised the awareness of plagiarism issues at the department. Future development includes three new technical approaches in order to manage sophisticated antiplagiarism controls efficiently, with a quality standard not possible by other means, in large-scale thesis production: 1) automated and integrated (SciPro/Turnitin) recurrent anti-plagiarism controls of submitted thesis manuscripts at various stages in the thesis text production process; 2) automated anti-plagiarism controls of thesis texts submitted in SciPro by comparing consistency in style of writing between different versions of thesis manuscripts handed in by the same student during the process of producing the thesis text; and 3) an automated check of thesis manuscripts submitted to SciPro for identification of images/figures/illustrations/graphs copied from the Internet through integration of an image pattern recognition programme. These measures taken together will significantly increase thesis quality by verifying authenticity to a very high degree and systematising the anti-plagiarism procedures. They will also substantially reduce tedious, boring and immensely time consuming manual work for administrators and supervisors who need to guarantee that theses do not contain plagiarised texts or illustrations.

  • 2.
    Premat, Christophe
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Engaging upper secondary school pupils with integrity and source criticism2023In: International Journal for Educational Integrity, E-ISSN 1833-2595, Vol. 19, article id 5Article in journal (Refereed)
    Abstract [en]

    The ambition of the article is to create an awareness among upper secondary school pupils on what academic integrity and source criticism mean. Instead of devoting time to a general presentation of academic studies, the claim is that a collective reflection based upon the common practices of pupils (sources) could be efficient to describe the outlines of academic integrity. An action research was made in 2019 and 2020 among Swedish upper secondary school pupils with the help of an instructional video on sources, academic integrity and plagiarism. It revealed a consensus on the notion of source criticism. Furthermore, the findings show that a majority of pupils used platforms such as Wikipedia to get a quick access to facts without daring quoting them in a work for school. This gap represents an opportunity to introduce academic integrity in a very concrete manner with an insistence on the necessity of citing all the sources that contributed to the elaboration of a work.

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