Policy, Preparation, and Prevention: Proactive minimization of student plagiarism
Countless cases of plagiarism are detected across the Australian higher education sector each year. Generally speaking, policy and other responses to the issue focus on punitive, rather than on educative, measures. Recently, a subtle shift is discernable. As well as ensuring appropriate consequences for plagiarists, several universities are beginning to formalize the inclusion of learning and teaching strategies in anti‐plagiarism‐related policy and practice, as well as paying closer attention to the communication of unambiguous definitions of plagiarism. This article outlines one example of the emerging educative approach and details the ways in which this approach has been implemented across an entire university. The necessity of evidence‐based evaluation of approaches to reducing plagiarism in higher education is discussed.
SIPOC business model process to prevent plagiarism in an electronic journal
This paper discusses about the development of model process of a postgraduate journal publication in University X. The main purpose of this paper is to develop the process of new models to manage and optimize the operation of the postgraduate journal publication process. Postgraduate journal publication in University X has experienced getting hacked, resulting in plagiarism and auto plagiarism. Supplier, Input, Process, Output, Customer (SIPOC) is used to indicate major activity or subprocesses in a business process together with a framework of the processes presented in the form of supplier, input, proces, output, customer. SIPOC method and flowchart diagram are used in visualizing process of the new model. Every step of the model is elaborated into separate flowcharts. The proposed new models serve as an input to be applied on submit-model process in the postgraduate journal publication in University X and elsewhere.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.