Student Conduct

2. Advice to Students

Students need to be made aware of what constitutes misconduct and the importance of good academic practice from the moment they arrive at University. Students need to know what the expectations are, both generally and specifically in their subject area, and also that they might have to alter their study habits from those they learned at school or at university in another country[1].

2.1 Student Handbooks

All student handbooks should contain the University Statement on Plagiarism which should be pointed out and reinforced by explanation and discussion during inductions and at other points throughout the academic year[2] - doing so only at the beginning of the year may mean international students, whose arrival may be delayed for various reasons, miss this instruction. Schools can supplement the University Statement to take account of subject-specific issues and student handbooks should include information on where to go for further clarification and guidance.

In addition to the Statement on Plagiarism, Schools should provide examples of good academic practice. It is left to Schools to decide what these should be because the instructions for different subject areas are likely to require tailoring to different styles of working and assessment.

Students who take subjects in different Schools and Colleges should be made aware that examples of what constitutes misconduct might vary across disciplines.

Subject-specific examples should be provided of:

• Paraphrasing, quoting and summarising

• Citation of sources

• Exceptions

2.2 When to tell students

While introducing the concept of academic misconduct at induction is important, this is a time when students receive a good deal of information and may not absorb it all. Additionally, some students may arrive late and miss induction, so further sessions should be available, or additional communications which highlight relevant resources. Students must register the importance that information about plagiarism in particular will have throughout their future academic career and to convey this information effectively, it is likely that it will have to be repeated at regular intervals and be reinforced by instruction, discussion and practice, e.g. two or three weeks prior to submission of first assignments. 

Inductions should provide a clear and full explanation of academic misconduct including the following points:

• Direct copying is not the only form of plagiarism. Paraphrasing or summarising of an unacknowledged source is also regarded as plagiarism as is over dependence on a single source or translation of a source in another language. Acknowledgement must be made throughout the piece of work with quotation marks and page numbers as appropriate as well as in the bibliography. Reproducing in whole or in one part one's own work previously submitted for assessment is also plagiarism.
• Any use of non-original work, thoughts or ideas is plagiarism unless it is properly acknowledged. The format of the source is irrelevant and the rules apply equally to published books, electronic sources, correspondence or other student’s work. It also applies to a writer’s own earlier work.
• Assignments or exam answers produced in whole or in part by artificial intelligence, or any other person or service, constitute plagiarism.
• No piece of work is exempt (unless specific instructions are given) and plagiarism is to be avoided in all types of work. This includes examinations, seminar papers, lab reports, oral presentations, music composition, coding exercises, etc, and should be extended to notes in addition to essays.
• The consequence of misconduct being discovered in the work of a student is action under the Code of Student Conduct. The penalty is normally a reduction of marks, including reduction to grade H with no resubmission opportunity. This may have a serious effect on the student’s progression and academic career. More serious penalties, including refusal of credit and, in exceptionally severe cases, expulsion, are possible.

The discussion of what not to do should be complemented, either before or after, by clear and positive advice on avoiding misconduct through good practice, e.g. when reading and note taking and when researching a piece of work for an assessment.

2.3 Continuing advice and training in Study Skills

Many students have concerns about their essay writing skills and their ability to avoid plagiarism. They are likely to welcome any extra tuition that can be offered, provided that it is done in a way that does not stigmatise any group or individual. Schools need to give some attention to ensuring that appropriate study skills are being taught. Schools should liaise with the relevant SLD Adviser to ensure that staff are aware of what is on offer, to explore further possibilities and to avoid duplication with School activities.

Additional classes, surgeries or drop-in clinics with flexible times are possible ways to offer extra assistance. However, where the additional tuition or advice is voluntary and requires action on the part of the student, the availability of such support must be forcefully marketed, as the students who need it most are the least likely to seek it out. Alternatively, an integrated approach can be taken where small scale formative writing tasks are incorporated into the day to day curriculum.

When teaching study skills, tutors should highlight and explain cultural differences. Cultural differences may arise from a student's, or their family's, country of origin, but could also be a result of differences in educational culture arising from attitudes and practices learned at school. Some students may have learned different skills and attitudes and may need direction in adopting new ones. Students should be encouraged to seek advice at any point of their studies when they are not sure about plagiarism and to be confident about approaching their Course Leader, Adviser of Studies or the SLD Advisers for help.

2.4 Turnitin

Turnitin is available for use in the University and Schools can use it for some or all student assignments. It provides a valuable tool for students in helping them understand whether their own work is free from plagiarism. However, it should not be used in isolation, and should always be incorporated into a wider programme of information and advice on appropriate referencing for the subject area concerned. Students must be advised that there is no acceptable or target score - and should be aware that plagiarism may still be detected even if Turnitin has not highlighted it. Lack of identification of copied work by Turnitin does not excuse plagiarism or mean it is not present.

3. Assessments

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