An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students

  • Donna M. Velliaris Eynesbury Institute of Business and Technology, Australia
  • Paul Breen The University of Westminster, United Kingdom
Keywords: Academic integrity (AI), cheating, misconduct, pathway programs, plagiarism

Abstract

In this paper, the authors explore a holistic three-stage framework currently used by the Eynesbury Institute of Business and Technology (EIBT), focused on academic staff identification and remediation processes for the prevention of (un)intentional student plagiarism. As a pre-university pathway provider—whose student-body is 98% “international”—plagiarism is a prevalent and complex issue that cannot be solved with a single-solution response. The three-stages of identification should be conceived holistically and with each stage being equally important to the assessment of student writing. It is worth noting, however, that the extent to which plagiarism is detected will determine the number of stages involved and the degree the student has transgressed. This framework emphasizes the need for, and importance of, Academic Integrity (AI), literary ownership, assessment transparency, and compatibility with partner institutions.

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Author Biographies

Donna M. Velliaris, Eynesbury Institute of Business and Technology, Australia

DONNA M VELLIARIS, PhD is Academic Advisor at the Eynesbury Institute of Business and Technology (EIBT). EIBT is a specialist pre-university institution where international students work towards the goal of Australian tertiary entrance. Donna’s research extends to diverse themes including: Bronfenbrenner’s Human Ecological Theory; international/ transnational students; the first-year experience in higher education; and schools as cultural systems. She has lived, studied and worked in over 40 countries across the globe. Donna is co-editor of a Handbook of Research on Study Abroad Programs and Outbound Mobility.

Paul Breen, The University of Westminster, United Kingdom

PAUL BREEN, PhD is a Senior Lecturer in The University of Westminster Professional Language Centre, London. He is a published author, and writer of numerous articles and blogs in both the academic and popular domains. His research interests are in the area of teacher education, educational technology and teacher identity. He is the author of Cases on Teacher Identity, Diversity, and Cognition in Higher Education (2014), and has taught across contexts and continents in further and higher educational environments. 

Published
2016-04-01
How to Cite
Velliaris, D. M., & Breen, P. (2016). An Institutional Three-Stage Framework: Elevating Academic Writing and Integrity Standards of International Pathway Students. Journal of International Students, 6(2), 565-587. Retrieved from https://www.ojed.org/index.php/jis/article/view/371
Section
Research Articles