Practising What We Teach: Addressing Plagiarism Prevention Issues on Professional Development Programmes for Higher Education Staff

By Patrick Baughan.

Published by The International Journal of Learning in Higher Education

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This paper considers the role that professional development programmes for higher education teachers can have in addressing the issues of plagiarism and plagiarism prevention as part of their own curricula. It argues that such programmes should address plagiarism as a topic on the basis that staff, like students, should be inducted to such issues. This argument is supported through a three tier approach: through a consideration of previous academic literature about plagiarism; through the author’s experience of teaching on one such programme; and, through ‘micro-interviews’ with four academic staff. It is concluded that a fuller and more consistent attempt to integrate plagiarism issues into the curricula of professional development programmes may yield a number of benefits within the higher education sector, including more common understandings of plagiarism, and, ultimately, fewer plagiarism cases.

Keywords: Plagiarism, Plagiarism Prevention, Professional Development Programmes

The International Journal of Learning in Higher Education, Volume 19, Issue 3, pp.157-165. Article: Print (Spiral Bound). Article: Electronic (PDF File; 312.373KB).

Patrick Baughan

Senior Lecturer in Educational Development, Learning Development Centre, City University London, London, UK

Patrick Baughan is a senior lecturer in educational development at City University London. His background lies in the disciplines of psychology, sociology and organisational studies, but since joining City in 2005, he has worked in the field of educational development and higher education studies. Patrick’s research interests include academic integrity and plagiarism prevention, assessment design, and feedback and sustainability in higher education. He has published in each of these areas and has presented at a range of national and international conferences, also undertaking invited papers. He undertakes a number of roles for the Society for Research in Higher Education and is a Fellow and Academic Associate of the Higher Education Academy. Patrick is module leader for three modules of the MA Academic Practice programme at City University, and provides bespoke sessions and advice on a range of pedagogic issues. He has a great deal of international experience, having designed tailored postgraduate and distance learning modules for use in South East Asia, China and America.