Outline

• Proposed Title
• Introduction (Scope of Project – Goals / Objectives / Purpose)
• Background/Rationale/Literature Review
• Methods and Materials
• Expected Results
• Timelines and deliverables
• Cost and Expenses

Plagiarism, can be defined as literary theft, replication and stealing of the original ideas of another person without requesting for consent or crediting the author of a recorded or authored work. It may take several forms, for example, presenting an idea as original even though it has been derived from an existing source, or even forgetting to put quotation marks when quoting a sentence from borrowed work.

There is no justification for the continued discrimination against plagiarism in tertiary institutions in china and Asia as a whole, however, this discrimination blights the opportunities of students and potential students at the individual level, and moreover, at the level of society it undermines the espoused value of lifelong learning and responsible citizenship. At the level of the economy it undermines the objectives of achieving a world-class skilled workforce (Roberts, 2008).

In lieu of this, one greatest problem with plagiarism in universities appears to be that there is no national consensus about how to approach plagiarism within the university sector (Smith, 66). The role engaged by society in escalating the velocity of plagiarism in most Asian Universities and in particular China is viewed in this research paper.

Recommendations on how the problem can be solved are also considered. Most of the material materials written on the issues in this research paper are taken from secondary data.

Proposed Title

Chinese academics agree that plagiarism is an issue and advocate that it must be dealt with nationally.

Introduction

Students have provided evidence that the generally accepted content of cognition and practices associated to academic possessions and plagiarism are communally created by organizing and linking ideas, arguments, or concepts and as a result can transform as social and economic issues also changes. (Vicinus & Eisner 223).

The very simplistic short answer for the high rate of plagiarism in universities and tertiary institutions in china is that they believe that cheating pays, it is rewarded. The mid-range answer is that it is endemic (“Guanxi”), both historic and cultural. One need only look at modern China’s attitude and aptitude in manufacturing “Knock off” or “fake” designer watches and clothes and the speed with which it can bring to market pirated copies of music and movie DVD’s.

Universities and schools cheating is so widespread in China that at a recent NPC and CPPCC forum held in march 2002 it was suggested that ” campus cheating is a problem related not only to academic work, but also to intellectual’s moral qualities”. It was suggested that there should be a “crack down on cheating in tertiary institutions.

For instance, plagiarism in the American culture is a serious offense that can result in expulsion from school. Plagiarism in China, in general terms, is more commonly practiced since “no one owns an idea as their very own”. Thus, books are more frequently copied from since “ideas belong to the masses”.

Nevertheless, China’s Universities struggle with academic plagiarism, however, china has invested billions of dollars in recent years to create world class universities, but there are fears the effort is being undermined by a series of high profiled academic scandals.

Besides this, a nationwide committee to promote academic ethics needs to be set up. It should follow up on some serious cases of cheating and suggest suitable punishment after investigation and verification. To combat academic cheating a compulsory system of controls and counter- measure is needed”. (Cooke, p.186).

There is not today, nor ever has been, a single Chinese perspective on imitation, originality, and plagiarism, but, there is a different sense in how these concepts interact. Studying this relationship in a cross-cultural perspective reminds us of the danger of dichotomizing these concepts across cultures, so that only one culture is viewed as the “other”. The result has often been an oversimplification of many aspects of the learning process and how students interact, how they think logically and critically, and even how they organize their papers, but the potentially most damaging effect can be found in how student’s literacy practice is understood. At best, there has been a condescending attitude toward the Chinese students, that they should be treated differently because they do not know better. At worst, the opportunity to understand the complex learning strategies the students bring to the classroom has been lost.

If emphasis is laid on the notions of inter-textuality and remixing at the centre of teaching of writing, the debate of moralistic approaches to plagiarism will be shifted towards a pedagogical one. Non native English speakers and Chinese students may still have problems negotiating the rules of plagiarism, but the problem is one of understanding the rules about how inter-textuality is treated, not of obeying moral precepts. Moreover, when their process of imitation does not yield the desired result, their problems can be seen more as a language issue than a moral one (Schnell P. 97). Also the process of entering a new culture is one of confronting the silences of the new culture with the memories one brings along.

Plagiarism is similarly a problem of language. After all, these rules that govern plagiarism, like any set of rules, are never monolithic or static. They can vary across different genres and different writing contexts, but most important, the more complex the rule, the more it needs to be taught so that everyone can play on a level playing field.

In order to curb the vice, at this point it may be expected that we would formulate a comprehensive proposal for changing the moral standard of students, altering the academic curriculum to include the study of social morality, instituting continuing education programs for teachers in the area of social morals, requiring teachers, professors and administrators to receive periodic updated moral training, propose enhanced security programs to prevent cheating, and catch cheaters.

In this regard, we will seriously disappoint because we are of the opinion that the government is already engaged in these activities to various degrees and that the advice of experts in those specific areas are helping in this pursuit. We are also convinced of the government serious commitment to the required educational reforms.

During our research, we learned that almost all nations are struggling with the issue of social morality and educational corruption

Consequently, Chinese students may experience difficulty in getting the meaning or concept of non-plagiarized work especially given that this is something they grew up practicing. In as much as there are set down measures according to a laid down plan, plagiarism rate in China Universities are still high. The government’s lack of completely and absolutely overseeing the performance or operation in academic institution is the cause of this. This can be achieved by setting up a supervising body which will be composed of academic experts to help examining papers that are believed and are likely to be plagiarised. Tutors cannot be relied on to monitor their students for this is may prove to be too hectic for them. (China Daily, 2010).

Reference List

China Daily. (2010, Feb 26). China Cracks Down on Academic Fraud, Plagiarism. Retrieved from http://www.chinadaily.com.cn/china/2010-10/10/content_9512150.htm

Cooke L.W. (2007). Frontiers in higher education. New York. Nova Science Publisher.

Roberts, T. S. (2008). Student plagiarism in an online world: problems and solutions. Albany, New York: SUNY Press.

Schnell, J. A. (2003). Case studies in culture and communication: a group perspective. Maryland. Lexington Books.

Smith, W. S. (2008). Plagiarism, the Internet, and student learning: improving academic integrity. New York, NY: Routledge.

Vicinus, M., & Eisner. C. (2008). Originality, imitation, and plagiarism: teaching writing in the digital age. USA. University of Michigan Press.