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senior lecturer in leadership, persons, administration and organizations, business school, university of Huddersfield
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You may not believe in ghosts, but you should believe in ghost writers. According to recent research, many students have only a sketched understanding of what plagiarism is actually. Some are committed to dishonest practices to do their job. A quick internet search shows a number of ways to obtain essays on a number of topics, and at reasonable prices. However, if students accept credit for work that are not their own, Devalues' academic qualifications and reduces the confidence we can have in the ability of graduates.
A 2010 study by the Business Plot Bob Perry examined the scope and the reasons for an academic misconduct under 355 Bachelor and 122 postgraduate students at a school in an academic institution. It found that 14% of students and 6% of postgraduate studies admitted that they had searched for essays online, and seven students gave the purchase and sending these essays. While this was clear evidence for the use of Ghost authors in a department, a broad investigation would be necessary to determine the full extent of the problem.
I am not convinced that university doctors can always see the ghosts. Frequently used software such as turnitin seeks similarities with other published sources and can not tailor-made written pieces that are generated by someone who is not the credited author. The concept of a lecturer requesting a student who suspects that he has used a Ghost writer, is good at first glance, but it is not always practical.
It is possible that the lecturer can judge a submitted piece to surpass the student's ability, or demonstrated a fluidity in the English language, which is not obvious in its verbal communication, and assume plagiating or use a Ghost writer. But if these concerns are communicated to a student, no matter how they are expressed, you may sound a lot like "I did not believe they were so wise" or worse, "I thought they were stupid". These are not things I want to say to my students.
If we believe some students use Ghost authors, but we can not determine if they have or not, what can we do realistic then? Here are three suggestions.
First, adopt methods that ensure the authorship of the work. The timely tradition of the oral examination in which the student demonstrates the understanding of the content of their work can those who have paid for an essay. However, it would take a considerable time to organize and then mark the performance of hundreds of oral examinations, which is largely impractical for those who teach large cohorts.
Alternatively, since Perry was proposed, university teachers could design the ability to use a Ghost writer from their assessments. I can imagine that this takes a number of forms. For example, greater use of practical projects could be made in which students assume relevant tasks, eg. B. designing and executing a charity organism as part of a business module.However, it may not always be enough time, opportunity or resources that are available for all scholar materials that can be used in this way.
Second, stop using individual written assignments overall, and replace them with evaluation methods that are less suitable for ghostly support. Group assignments in which students work collaborative to create an essay, the report or other edition, can be a practicable choice - the hope that the social pressure that adapts to the students would be discouraged to use ghost writers.
Group work can offer a way to avoid ghost writers. definitionessays.com
The goals of the students also play a role. Research where I was involved has found that students who have said they were most interested in learning to get into a group with students, They did not know, while those who were primarily interested in dealing with high notes that they who knew they wanted to choose those. In mind, we may be able to use students to use ghost writers from using Ghost's authors by convincing that the best way to learn and gain high notes in the production of their tasks.
Still, written examinations can be the best alternative to stop the scam - though some students are struggling with exams, and research has shown that the performance of students in course work can be significantly better than in invisible exams. Swapping course work for exams can bring some students with a disadvantage.
Third, and this is my preferred option, teachers could take a more practical approach at work of the work of the students. They could design assessments so that the work of the students is a collaborative co-construction of students and educators. A good example would be a definitive dissertation or a research project that the students produce under the supervision and guidance of their tutors. If a lecturer spend to help students develop their ideas to create their arguments and steer their research, they can also certainly have that the last piece is the result of a common effort between the lecturer and the student. The obvious difficulty would find the time to make this work.
These solutions are not perfect, and some can be more suitable in different contexts than others than others. However, the ghosts are already in the machine, and if universities want to be confident in the credibility of their graduates, they must do something about it.