Chinese International Students' and Faculty Members' Views of Plagiarism in Higher Education.

Chinese International Students’ and Faculty Members’ Views of Plagiarism in Higher Education by Alan Grigg MS, Capella University, 2005 MS, Eastern Michigan University, 1978 BS, Eastern Michigan University, 1977 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education Walden University February 2016 Abstract As the enrollment of Chinese international students (CIS) increased at a private institution in the Midwest, so did suspected cases of plagiarism. This study addressed the problem of how faculty members grappled with CIS’ interpretation and application of Western-based views of plagiarism. The purpose of the study was to identify similarities and differences in the views of these 2 groups. Social cognitive theory, intercultural adaptation theory, and neutralization theory framed this qualitative case study. The research questions focused on how these particular CIS interpreted and applied the Western concept of plagiarism to assignments and exams, the impact of classroom practices and instructional processes on their view and experience, how the faculty members experienced CIS’ interpretation and use of Western concepts of plagiarism, and respectively the differences in perceptions of U.S. faculty and of CIS. Eight full-time CIS and 8 faculty members who taught or currently teach CIS were purposefully selected. Data were collected using individual interviews, course syllabi, and plagiarism-related institutional policies. The interview data were analyzed using an ecological perspective to reveal themes; these data were triangulated with the data from course syllabi and institutional policies to ensure research credibility. The results of the study indicated a disconnect between student and faculty perceptions of Western-based contextualized plagiarism, the plagiarism ethos, and academic cultural differences between faculty and CIS that led to the creation of a faculty professional development plan using blended learning focused on cultural differences and teaching methods to deter plagiarism. The results may advance positive social change by improving faculty understanding of CIS and educational practices about plagiarism to better service these students.As the enrollment of Chinese international students (CIS) increased at a private institution in the Midwest, so did suspected cases of plagiarism. This study addressed the problem of how faculty members grappled with CIS’ interpretation and application of Western-based views of plagiarism. The purpose of the study was to identify similarities and differences in the views of these 2 groups. Social cognitive theory, intercultural adaptation theory, and neutralization theory framed this qualitative case study. The research questions focused on how these particular CIS interpreted and applied the Western concept of plagiarism to assignments and exams, the impact of classroom practices and instructional processes on their view and experience, how the faculty members experienced CIS’ interpretation and use of Western concepts of plagiarism, and respectively the differences in perceptions of U.S. faculty and of CIS. Eight full-time CIS and 8 faculty members who taught or currently teach CIS were purposefully selected. Data were collected using individual interviews, course syllabi, and plagiarism-related institutional policies. The interview data were analyzed using an ecological perspective to reveal themes; these data were triangulated with the data from course syllabi and institutional policies to ensure research credibility. The results of the study indicated a disconnect between student and faculty perceptions of Western-based contextualized plagiarism, the plagiarism ethos, and academic cultural differences between faculty and CIS that led to the creation of a faculty professional development plan using blended learning focused on cultural differences and teaching methods to deter plagiarism. The results may advance positive social change by improving faculty understanding of CIS and educational practices about plagiarism to better service these students. Chinese International Students’ and Faculty Members’ Views of Plagiarism in Higher Education by Alan Grigg MS, Capella University, 2005 MS, Eastern Michigan University, 1978 BS, Eastern Michigan University, 1977 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Higher Education Walden University February 2016 Dedication "I'm Still Here” (From Sondheim’s Follies, lyrics by Ward & Cole) Acknowledgments I extend my sincere gratitude to the numerous people who encouraged and supported me as I completed this journey at Walden University. Sincerely and with humility, I offer my gratitude to my chair, mentor, and guide, Dr. Mari Vawn Tinney. I also wish to thank Dr. Dan Cernusca for his insight in this project; Dr. Bonita Wilcox for her U.R. R. review; and Dr. Travis Sands for his Form & Style review. Many thanks to my life mate, Dr. Michael Flores, M.D., for his patience and understanding over the past few years while I pursued a life dream. I also would like to thank the research site for allowing me to share their time and space to conduct this research. I am truly grateful to the volunteers who participated in the study, without whom, none of this would have been possible. A special thank you goes to Colleen Moore, words cannot express my gratitude.