Article Annotation
Maust-Manucha’s paper addresses the increasing concerns about academic dishonesty amongst students in Western universities. According to the author, the most affected students are non-locals studying at these universities. Increasing societal pressure for exemplary student performance is one of the major causes of increasing plagiarism in most Western universities (Maust-Manucha, 2021, p. 2).
The paper makes a significant contribution to the body of knowledge on plagiarism and cultural variations in academic writing and citation practices. It should be noted that the study’s sample is restricted to a single university, which may limit the applicability of the results. The study also depends on self-reported data, which could be biased or inaccurate. Nevertheless, the study sheds essential light on international students’ difficulties in Western universities and underscores the need for further study and support in this field.
Topic Research and Evidence From Other Articles
Cultural and Linguistic Barriers
Plagiarism is a practice that results in academic dishonesty among university students. Western institutions have a stated integrity code that requires all students to uphold it throughout their academic careers. The author also observes a rise in the number of international students enrolled, many of whom have extraordinarily varied cultural and linguistic backgrounds (Maust-Manucha, 2021, p.3). Inability to self-advocate, underdeveloped language skills, and cultural differences are among the factors contributing to increased plagiarism in Western universities.
Cultural differences are among the significant factors contributing to increased student plagiarism. Most assignments require learners to read and write in English, which is difficult for most international students (Agostinelli, 2021, p. 132). Students are forced to copy and paste research results without proper referencing due to a lack of language comprehension. Students also find themselves borrowing words from foreign sources without knowing their meaning. The students’ understanding of the coursework requirements is inadequate, making them vulnerable to unintentional plagiarism.
Lack of Copyright Knowledge and Cultural Beliefs
Additionally, students perceive and utilize research resources differently. Some students have been exposed to copyright laws and the repercussions of unauthorized copyright activities. However, this is not the case for students from around the world. The author notes that some international students do not understand copyright laws or the acts that constitute academic dishonesty. These students break the code of conduct instituted in most Western universities without prior knowledge.
The author observes that when students are assigned work, the instructions frequently advise them not to alter the context of the coursework. As Maust-Manucha (2021) said, “In addition, they are often encouraged not to change any words to a source itself, as the person who wrote it is the expert, and to change anything would be seen as disrespectful” (p.3). It draws attention to the potential impact of cultural variations on citation styles and academic writing.
Psychological Factor
Student emotions can also affect plagiarism and examination cheating. Higher education is associated with anxiety, and students may become overwhelmed by the nature of the work required to complete a career program. Higher education is also associated with societal pressure and can become stressful for students, leading some to develop negative emotions toward education (Tindall et al., 2021, p. 234). This may result in the student showing a lack of interest in the program being undertaken. Therefore, students cheat and even copy and paste other people’s work as their own on assignments and tests. The pressure to get good grades may also push students to present other people’s work as their own to avoid failing tests and assignments.
Strategies Preventing Plagiarism
Various measures can be used to curb plagiarism in Western schools. Firstly, peer groups are essential in shaping a student’s life. These groups are valuable resources for students, as they facilitate idea sharing and the exchange of learning resources. Peer groups can also teach students to adhere to the code of conduct when completing their assignments and tests (Adhikari, 2018, p. 112). Students can also ask other students for help when they experience difficulties.
Plagiarism among international students in Western universities is increasing. Cultural differences, language barriers, ignorance, and a lack of understanding of how to cite materials contribute to increasing plagiarism. However, measures such as peer groups and student workshops can help reduce plagiarism in student work. Plagiarism violates the student code of conduct and should be avoided to promote professionalism. The main limitation of this article is that it is difficult to generalize about unintentional plagiarism among all international students.
References
Adhikari, S. (2018). Beyond culture: Helping international students avoid plagiarism. Journal of International Students, 8(1).
Agostinelli, A. V. (2021). Teaching international students in western universities. Journal of Comparative & International Higher Education, 13(4).
Maust-Manucha, C. (2021). Unintended plagiarism amongst international students in Western universities.
Tindall, I. K., Fu, K. W., Tremayne, K., & Curtis, G. J. (2021). Can negative emotions increase students’ plagiarism and cheating?International Journal for Educational Integrity, 17(1).