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Impact of Policies for Plagiarism in Higher Education Across Europe: Results of the Project

Author

Listed:
  • Tomáš Foltýnek

    (Department of Informatics, Faculty of Business and Economics, Mendel University in Brno, Zemědělská 1, 613 00 Brno, Czech Republic)

  • Irene Glendinning

    (Faculty of Engineering and Computing, Coventry University, Priory Street, Coventry, CV1 5FB, United Kingdom)

Abstract

Exploring policies and systems for assuring academic integrity and deterring plagiarism in different higher education institutions was the subject of a three-year project funded by the European Union (EU). The research for Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE), completed in November 2013, was conducted by teams at five higher education institutions from UK, Poland, Lithuania, Cyprus and Czech Republic.The research included an EU-wide survey of higher education institutions across 27 EU member states. Separate reports were prepared for the countries surveyed, each containing details of findings and recommendations for what could and should be done to improve academic quality and integrity at national, institutional and individual levels. An EU-wide comparative study provided an assessment of the maturity of policies and processes for academic integrity in each country, based on the data collected and the research conducted for each national report.This paper presents selected comparisons of results from the research, especially looking at evidence for maturity of policies, consistency of approach, examples of good practice and highlighting where serious effort is needed to strengthen current policies and practices.

Suggested Citation

  • Tomáš Foltýnek & Irene Glendinning, 2015. "Impact of Policies for Plagiarism in Higher Education Across Europe: Results of the Project," Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, Mendel University Press, vol. 63(1), pages 207-216.
    • Handle: RePEc:mup:actaun:actaun_2015063010207
    DOI: 10.11118/actaun201563010207
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    Cited by:

    1. Denis Dennehy & Kieran Conboy & Jaganath Babu, 2023. "Adopting Learning Analytics to Inform Postgraduate Curriculum Design: Recommendations and Research Agenda," Information Systems Frontiers, Springer, vol. 25(4), pages 1315-1331, August.

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