Friday, May 26, 2017

Brno, Day 2

Just got back from a long afternoon and evening of a social program that included a lot of history of the region. Here is a short list of the talks that I heard today at the plagiarism conference in Brno:
  • The conference began today with a keynote speach from Calin Rus from the Intercultural Institute of Timisoara, Romania. He spoke about "Competences for Democratic Culture Model" that the Council of Europe is proposing for setting out the values, attitudes, skills, knowledge, and cultural understanding that should be the basis for education in countries that are members of the Council of Europe. In a way this boils down to showing respect to people you fundamentally disagree with. Rus linked intercultural competencies to a culture of academic integrity. This was widely acclaimed as being a good description of the way forward towards a "whole school" approach to education.
  • Phil Newton from Swansea University then gave a rousing keynote on dealing with contract cheating. He referred us to the Australian site on the topic, cheatingandassessment. He walked us through the current business of ordering and selling bespoke essays that is part of the "gig-economy." He noted that contract cheating is big, cheap, quick, versatile, and established, so we have to learn to deal with it. We can't eradicate it, but we can make it harder to get away with. Setting short turnaround times is not a solution. He proposes ALE, not the beer, but Assessment design, Law and Education. Included in the education must be the educators. His group looked at 20 books on teacher education and found that only 12 of them even used the word "plagiarism", and none contained even the words "academic integrity," We need to engage, educate, and understand our students and design assissments to limit the influence of contract cheating. We need to focus on what students can do (i.e. demonstrate in a viva/oral exam), use portfolios and personal & specific assessments. He notes that the ghostwriter market is legal at the moment, but we should consider how to perhaps make it illegal. During the discussion it was noted that many academics are living in precarious situations and may be driven to work as ghostwriters.
  • Ali Tahmazov & Cristina Costinius, from the text-matching software company Strike Plagiarism, spoke of the role of politics in academic plagiarism. They cautioned about countries trying to have their own software programmed just for their particular country. There is a limited use for one-size-fits-all solutions.
  • Irene Glendinning, Dita Dlabolová, and Dana Linkeshová spoke about exploring issues challenging academic integrity in South East Europe. They obtained funding from the Council of Europe for a project SEEPPAI in which they interviewed students and teachers in Albania, Bosnia & Herzegovina, Croatia, Montenegro, the Former Yugoslav Republic of Macedonia, and Serbia. They used the same instruments as the EU-Erasmus-funded IPPHEAE project, and thus could compare the results with the results of the EU countries (there are 50 countries in the Council of Europe). The results are published on the SEEPPAI web page. When asked if there was any reaction from the respective governments, a member of the audience noted that Montenegro is currently purchasing a country-wide licence for test-matching software.
  • Gábor Király from the Budapest Business School in Hungary spoke about comparing lecturers’ and students’ understanding of student cheating. I was unable to watch the presentation, as the use of Prezi unfortunately caused me to suffer an acute case of vertigo. 
  • Salim Razı, from the Canakkale Onsekiz Mart University in Turkey (and who will be organizing the plagiarism conference in 2018) presented the Turkish situation with respect to policies for plagiarism and academic integrity. His goal is to set and enforce nationwide, consistent and standard sanctions for plagiarism. He notes that just because there are no investigations by an ethics board, this does not mean that there is no plagiarism. It is just being dealt with on another level. He called for plagiarism awareness training to begin as early as possible.
  • Jonathan Kasler, Tel Hai College, Israel, conducted an interesting survey using Don McCabe's self-reporting questionnaire on cheating. He found significant differences between the Hebrew- and the Arabic-speaking students at his school. A good debate ensued as to whether this was due to cultural differences, or to the L2 problem, that is, the Arabic-speaking students are not working in their mother language.
  • Emilia Sercan, an assistant professor for journalism at the University of Bucharest, Romania and an investigative journalist, reported on plagiarism in PhD theses awarded just at military universities in Romania. That alone was hair-raising enough. She has, working alone, documented 15 cases of blatent plagiarism in doctoral dissertations in the past two years. The prime minister, Victor Ponta, was involved in a long, drawn-out plagiarism scandal involving his PhD that eventually ended in him asking for his doctorate to be withdrawn. There were so many cases that involved high-ranking politicans, she was only able to briefly present a few. The political reaction has been to restrict public access to doctoral dissertations.
  • The moning session ended with Chloe Walker from the University of Oxford, UK, presenting a working paper on the Nairobi Shadow Academy. In Kenya there is a very large group of so-called "academic writers" that write bespoke essays in English. She has managed to contact many such writers and has had 220 answer a written survey. She interviewed 29 in a semi-structured manner and had in-depth interviews with 4 writers. She also did some first-person ethnography, pretending for two weeks to be a potential writer for one of the agencies. She is looking at, among other things, the motivations of the writers. For most, it is the money, although some only get paid 3-4$ per page, while others can earn 25-30 $/page. It is a career that can be done from home and is very flexible. One writer defended his work with: "If I don't stock cigarettes in my shop, that won't keep people from smoking." She closed with the question as to how it is possible for a 2nd year medical student in Kenya to write a graduate-level philosophy paper of passable quality for a German university, having had no prior training, never attending a lecture, and having never read a philosophy text in his life. I noted that the reason is probably that the paper was not even read by the grader. I look forward to reading her dissertation when she has it published.
So, those were the talks I managed to visit today, more coming up on Day 3, the final day.

Wednesday, May 24, 2017

Brno, Day 1

The Third International Conference Plagiarism across Europe and Beyond is currently taking place in Brno in the Czech Republic. I am attending just for the fun of it and so enjoying speaking with all these people who, like me, are interested in promoting academic integrity and dealing with the plagiarism problem. Here is a short review of the talks I heard today:
  • The opening keynote was by Tracey Bretag, from the University of South Australia, on "Evidence-based responses to contract cheating." She noted that many teachers have had a feeling that there is a massive problem with contract cheating, but since it has finally hit the media in the form of scandals such as the MyMaster or the Airtasker ones, there is now attention being focused on cheating behaviors. She and her group have been collecting data on contract cheating, surveying both students (14 086) and staff (1 147) on how wrong they find various cheating activities and whether they have observed such behavior or done it themselves. They also asked for the outcomes (a much, much better term than "penalty" or "sanction") of being discovered. Surprisingly, they were able to isolate a group of about 600 cheaters and could compare their attitudes to the non-cheaters. Cheaters thought that more than 60 % of other students cheated, so they perhaps think that it's okay for them to cheat. Staff was much more realistic, assuming between 1 and 10% of students cheating. They are still evaluating the data, but it is clear that just "fixing" assignment design is not the answer! Forcing exams instead of writing papers is not the answer, as there are more opportunities to cheat in exams, for example by sending someone else to take the exam or using electronic devices. Problematic was that only 3% of the cases detected resulted in suspension, although that is communicated as the outcome for being caught cheating. 23 % of the staff noted that they were not informed of the results of their informing official bodies of a cheating incident.
  • Tomáš Foltýnek from the Mendel University in Brno then introduced the European Network for Academic Integrity that was founded yesterday in Brno with currently nine institutions. Institutions can be members, individuals can join as supporters. They want to focus on collecting and communicating best practice about academic integrity, and for organizing more conferences like the current one. In 2008 there will be a conference in Turkey, in 2009 in Lithuania. They will also be offering workshops to members. Annual fee for institutions is to be 300 €, for supporters 50 €. They are also supported by the Erasmus+ program and the Council of Europe.
  • Jeffrey Beall from the University of Colorado, Denver, gave a keynote on Detecting and reporting Plagiarism in Predatory Journals and Other Publications. He noted dryly that it sometimes seems that plagiarism is only important when the person accused is your enemy. If your hero is caught plagiarizing, it's not a problem. There are very few incentives for people to report plagiarism, and there can even be more punishment for the informer than for the plagiarist. He gave some examples of publishers that exploit the gold open-access model and promise peer review, but don't acutually do so. There was even one journal for which we could have still submitted an article today and had it published on May 31! Beall has charted some of the fake citation indices, and they appear to only ever increase, never to decrease. He published an article, Advice for Plagiarism Whistleblowers, together with a colleague, Marx Fox, who ended up in court over a case of whistleblowing, but was able to win his case (1 - 2). Beall also discussed the plagiarism in Martin Luther King, Jr.'s thesis.
  • The "Gold Sponsors" of the conference were each given a short slot to present material, with the express purpose of NOT giving a sales presentation. Goa Borrek (Turnitin) spoke about his Journey in Academic Integrity, and James Bennett (Urkund) about Why Percentages are not your Friend. Borrek presented a model "From Plagiarism to Academic Excellence" that looked a lot like the Academic Integrity Maturity Model, but I was in the third row and could not make out the text on the slide, so I am not sure. Bennett was preaching to the converted with a contrived example demonstrating that percentages can be extremely misleading. I questioned why, then, does Urkund use so many percentages in their reports and got a rather roundabout answer saying that people expect them. 
  • I chaired a session on "Internationalisation, student mobility and academic integrity" that had an interesting collection of talks about various countries and cultures. Eckhard Burkatzki (Germany) spoke on Cultural Differences regarding expected utilities and costs of plagiarism, investigating students from Germany, Denmark and Poland. They come from different trust cultures and turned out to have significantly different attitudes towards plagiarism. Amanda McKenzie and Jo Hinchliffe (Canada) had some interesting Integrity Insights from India they collected during visits to nine different Indian universities. For example, some universities use biometric scanners for fingerprints in the lecture halls and the students must check in and out of the lectures and the exams. They noted that many second and third tier universities do not prepare students well for Master's level work in Canada. Stephen Gow (UK) used critical theory to look at academic integrity issues for students from China. Bob Ives (USA) gave two talks, one on a meta-study he is doing on  predictors of academic dishonesty and some patterns and predictors of academic dishonests in Romania and Moldavia. The session closed with M. Shahid Soroya (Pakistan) giving an overview about the Status of Academic Integrity in Pakistan. They, too, have had some plagiarism scandals that made the news (3), which has driven the Higher Education Council to issue standard operating procedures for dealing with plagiarism cases. Pakistan offers the use of Turnitin at all the universities, and offers training programs for teachers. Mystifyingly, they define a threshold of 18 % or less reported by Turnitin to be "original." It was not possible to learn the reasoning behind the choice of this number.
  • In the session on "Best practices and strategies for awareness, prevention, detection of academic misconduct" Andrzej Kurkiewicz spoke about the new procedures for dealing with academic integrity cases in Poland. This seemed to involve far too many official offices and also only dealt with cases that were discovered internally. I asked about how they deal with cases that whistleblowers alert them to, but apparently they are not seen as being part of this process. Poland is also putting together a central repository of graduate theses. Andrei Rostovtsev is from the Dissernet group of academics in Russia that publicly documents plagiarism in Russian doctoral dissertations. They do a quick comparison of the long abstracts that are publicly available on Russian dissertations and have found thousands of highly similar dissertations. One rather amusing pair involves chocolate and beef. All the words dealing with chocolate were replaced by words about beef processing, the rest of the thesis is identical. There is a film about the group, showing for example the bullet hole that appeared in Rostovtsev's window in his apartment one morning. One does not make many friends documenting plagiarism in Russia, it seems. They are currently using the meta data published with the abstracts to illustrate the networks of researchers. The clusters and networks so identified are very close to the clusters of plagiarism previously identified. Ines Friss de Kereki spoke on using MOSS and JPlag to detect collusion in computer science homework programs.
We had a nice dinner at the science and technology museum in Brno, and enjoyed playing with the exhibits. I did not ride the bicycle over the tightrope, but some brave souls did.

More talks tomorrow!

Saturday, May 20, 2017

Plagiarism in a CRISPR paper

A blog on stem cells, The Niche, has published an account of the publishing of an erratum on a CRISPR journal article. CRISPR is the technology used to copy slices out of DNA and paste them in other places, if I understand this terribly oversimplified description correctly. The author who was plagiarized kept exact notes on his extensive correspondence with the publisher (Springer). It's an interesting read, as it raises multiple issues.

Monday, February 27, 2017

Catching up on VroniPlag Wiki

I haven't written about the work at VroniPlag Wiki for a while, so here is some of the more interesting things that happened in the past year or so:
  • There were three important verdicts handed down for VroniPlag Wiki cases, all of them affirming the university decisions to rescind the doctorates in question:
  • In another legal case (Ssk: Verwaltungsgericht Düsseldorf, 15 K 1920/15) as reported by the Legal Tribune Online, although the judge made it clear that the university would win its case, it still settled the case without judgement on rather strange terms: The thesis can be submitted to another university, but not Düsseldorf again.
  • In March 2016 the Medical University of Hanover determined that the current German Minister of Defense had plagiarized, but not enough to warrant rescinding the doctorate (discussed on this blog previously). A number of attempts have been undertaken in order to obtain information on which documented fragments were considered plagiarism and which ones were not, but I keep hitting a brick wall here, although it would be useful for the scientific community to know why specific fragments were considered to not be plagiarisms. The university was informed of another five dissertations (Acb, Bca, Lcg, Wfe in medicine, Cak in dentistry) and a habilitation (Mjm) that also include extensive text parallels that could be construed as plagiarism, but there has been no public progress made to date.
  • The University of Münster, with 23 cases in medicine alone,  announced in February 2017 that they have completed their investigation that took 3 years and 12 meetings of the committee. The Westfälische Nachrichten report that eight doctoral degrees have been withdrawn and 14 persons reprimanded, although the university won't say which degrees have been withdrawn. One author has died, and thus that investigation was discontinued. One doctoral advisor of two of the withdrawn degrees, according to the paper,  has been stripped of additional funding and personell and is prohibited from taking on doctoral students. The story was picked up by dpa and published in a number of online publications, for example Spiegel Online.
  • The often-heard argument that natural scientists don't plagiarize can be considered refuted with this doctoral thesis in chemistry that contains text overlap on over 90 % of the pages: Ry
  • A law dissertation from the University of Bremen, Mra, that was published in 2016, was documented with extensive plagiarism from, among other sources, the Wikipedia.
  • The documentations published for two habilitations, Chg (law, 2005) and Ank (dentistry, 1999), bring the total number of documented habilitations to eleven cases.
  • One dissertation, Gma, about TV game shows such as Who wants to be a Millionaire?, copied extensively from at least 13 Wikipedia lemmata.
  • One of the cases published in February 2017, Pak, includes not only text from five Wikipedia articles, but preserves the links from the articles as underlines in the text.
http://edoc.ub.uni-muenchen.de/13061/, Med. Diss. LMU München, p. 18-19


I will be speaking with a colleague in March at a conference about the Dr. Wikipedia phenomenon.

Friday, February 24, 2017

Understanding Citation

I've just graded a stack of papers handed in by computer science students. They were for the most part dreadful: written in chatty blog style, nothing referenced or the statement being referenced not actually to be found at the reference given, no evidence of any proofreading, even missing niceties such as page numbers or captions on figures. I'm not even going to start in on the missing structure of an academic paper.

<rant>
People, proper citation is not rocket science! And it is not an instrument of torture that instructors force students to use. We cite to give our readers a chance to follow our reasoning, to check up on us, and to demonstrate the research that was done.

Kate Williams and Jude Carroll have a nice guide to referencing [1, p. 26–7]:
You need to reference when you:
  • use facts, figures or specific details you pick from somewhere to support a point you’re making – you report
  • use a framework or model another author has devised. Let’s say you ‘acknowledge
  • use the exact words of your source – you quote
  • restate in your own words a specific point, finding or argument an author has made – you paraphrase
  • sum up in a phrase or a few sentences a whole article or chapter, a key finding/conclusion, or a section – you summarize.
You don’t need to reference if you:
  • believe that what you are writing is widely known and accepted by all as ‘fact’. This is usually called ‘common knowledge’
  • can honestly say, ‘I didn’t have to research anything to know that!’.
But
If finding it out did take effort, show the reader the research you did by referencing it! 
That rather puts in a nutshell when to reference. But I find that my students don't even know how to reference. I had one paper with 14 URLs listed under the heading "Sources", but none referenced from the text. Do you expect me to look through all of your URLs to find where you got the notion that Alan Turing used a Turing Machine to break the Enigma code?

Many papers had one reference (usually given as a footnote number!) for each paragraph, so I am probably to assume that they took the entire paragraph from this source. One paper used "vgl." (German for "cf.") in a footnote for every single reference given. No, that means that there is more information about this topic to be found there, not that you took this snippet from that source.

As a computer scientist, the structure of referencing something appears so simple to me. I use this in the talks that I give, and a recent attendee asked me if I had published it anywhere. I actually haven't, because it seemed so obvious. But here it is, in case anyone wants to use it!

The secret of good referencing is to clearly mark where something from someone else begins and where it ends, and to tell your readers where you got it from. That's all!  As a computer scientist I use parentheses to mark the beginning and end, and an arrow as the notation for the exact reference:
Where does it start, where does it end, where did it come from?
If you are giving a direct quotation, the "parentheses" are your quotation marks, and the arrow is your reference. There many different ways of doing the latter: Author-year, number (in parentheses or brackets), or the strange computer science label using initials of author's last names and publication year ([Smi11] for Smith, 2011), but in general it looks like this:
Direct quotation
Instead of these quotation marks, fancier ones can be used, or the entire text can be indented. If you are giving an indirect quotation, you begin with the name of the author and use the reference as a combined closing and reference:

Indirect quotation
If you use something by Smith in the next sentence, you can use something like "Smith continues..." or "Additionally, she feels ..." or some such for making it clear that it is still Smith talking and not you.

Was that really so hard to understand?

It goes without saying that the reference given MUST be the source for the statement and not some random reference because you forgot to note down where you found it. The punishment for not taking proper notes is having to look it up again to verify that you have it right. It is sometimes very sobering to see that you have it exactly backwards....

One last word of advice: Don't quote the Wikipedia! It's a great place to start your research, and then you look up all those cool references at the bottom of the page and use them as your references. If the Wikipedia is wrong, please fix the article for the next people wanting to know about the topic. Only if you are doing research about the Wikipedia should you be quoting it. And if you must, please use the "Cite this page" link! It's on every page but the front page of every single Wikipedia. And it will give you a proper reference to copy in many popular styles.
It's almost always been there, but so few people have ever seen it
</rant>

Now, what to do about my students who will be writing their theses next semester? I think we need Writing Boot Camp at German universities sooner than later. They are not learning this in school, and we are not teaching it at university yet. Since they don't read academic literature, they don't know what an academic paper is to look like. And online they easily find blogs and Wikipedia, so they copy that style. We've got work to do...

-----
[1] Williams, K. & Carroll, J. (2009). Referencing & Understanding Plagiarism . Basingstoke: Palgrave Macmillian

Sunday, January 8, 2017

An Exercise in Plagiarism Prevention

As Diane Pecorari [1] never seems to tire of saying, the best way to deal with plagiarism is to prevent it happening by educating students about why we reference other works and how to do it.  I quite agree! Not only has Pecorari put together many good classroom activities in order to achieve this goal, but others such as Margaret Price [2] have also offered good ideas. Price speaks of a classroom lecture of Mike Mattison at the University of Massachusetts-Amherst that she observed in 1999 and describes an exercise that he did with his students:
Another area for possible focus in the classroom is the differences among, and possible intersections of, what we mean by paraphrasing, quoting, and our own words. In an inventive approach to this subject, Mike Mattison distributes colored pencils to his students and asks each of them to create a legend at the top of a peer's paper: one color for what they determine to be paraphrases, one for quotes, and one for the author's own words. Students go through each other's papers, underlining sections, lines, and words in appropriately alternating colors. They then retrieve their own papers and examine the alternation of colors for balance and flow. Although in the class I observed Mike did not ask his students to discuss the problem of distinguishing between "outside" words and the author's own words, his exercise would be an ideal lead-in to this conversation. Students could also try this with their own papers.
That sounds like a brilliant idea, so I adapted it for my Master's seminar in a computing program the other day. The students are currently writing their final theses, due in about 8 weeks. It is, of course, late for such instruction, but better late than never.

I instructed the students to bring two copies of 4-5 pages from their thesis in which they reference the work of others, and one copy of their literature list. They were also to bring highlighters and a red pen. I gave them the instruction two weeks in advance and repeated it 48 hours before class. As more than one student admitted, the 48-hour-reminder induced enough panic to get them to finally quit programming and get some writing done.

We have a block of 4x45-minute-long hours every other week for the course, the first hour of the session we had other topices to attend to.

For the exercise I brought five pages from my book [3] and a sack full of highlighters and colored pens, as I know that my students often forget to bring writing implements.

In the second hour I sat down at our overhead camera projector with three markers and my text. I defined a legend for the colors and then did the highlighting on my own text: What is from me, what is quoted, what is an indirect quotation or a paraphrase. They peppered me with questions! I thought I was only going to need 15 minutes for this, we had to break off after 4 pages and 45 minutes!

Then it was their turn. I paired off the 12 participants so that no one was together with someone with whom they are working closely, and had them get to work marking up one copy of their own writing and one copy of the partners. The readers were given the literature lists and were asked to spot-check a few of the references to see if they were correctly recorded. A red pen was to be used to mark up any spelling or grammar errors encountered. They were made to sit apart so that they didn't get nervous sneaking peeks at their partner. Then they were to discuss the results with their partner.

It took about 25-30 minutes of very intensive work before they had worked through the exercise, then they began very spirited discussions of the differences between their own markup and the perception of their readers. I was called on by all the groups to "judge" differences of opinion. Two groups discussed the issues for the next 60 minutes!

I asked each group for some feedback on the exercise. They all appreciated the exercise, because it taught them how to see what they write from a reader's perspective. They know what they have written themselves and what is from other people, but were not making this clear. It was also hard having peers mark up spelling errors in red - two students sat correcting their spelling errors on the spot. The feedback that was most surprising for me was one student who noted that he felt quite relieved now. There has been an intensive discussion of plagiarism in Germany since 2011 and many students are scared that they are somehow not quoting properly and will get accused of plagiarism. Now he felt secure that he was doing it mostly right, and that he had learned about the points where he needed to make things a bit more clear in the exercise.

I highly recommend trying out this exercise, although I don't know how I would survive a larger group, as I had waiting lists for going around and explaining details to each group.


[1] Pecorari, D. (2013). Teaching To Avoid Plagiarism: How To Promote Good Source Use. Maidenhead, UK: Open University Press.
[2] Price, M. (2002). “Beyond “Gotcha!”: Situating Plagiarism in Policy and Pedagogy”, In College Composition and Communication, Vol. 54 No. 1, S. 109.
[3] Weber-Wulff, D. (2014). False Feathers: A Perspective on Academic Plagiarism. Berlin: Springer Verlag.

Wednesday, January 4, 2017

The new predatory publisher list is out

Jeffrey Beall has published the 2017 version of his predatory publisher list. When he started the list in 2011, he had 18 publishers on the list. Now there are 1155! The number of standalone journals has gone from 126 to 1294 in the same time period. Since 2015 he has also been tracking misleading metrics and hijacked journals.

The list is getting to be so much more vital as the predatory publishing industry grows. Just the other day a colleague asked me my opinion of a publisher she had never heard of, but which had made her an offer to publish a paper. I showed her the site, and we found the publisher quickly on the list. The email to her was summarily filed in the trash. One less researcher to be fooled, but I fear that there are many more. Spread the word to your colleagues that you can check the list before you submit! It's not a guarantee, but it's a tool to help you assess the journal in question.

Update 20170117:  The lists disappeared on January 15, it is assumed that some publisher on the list is trying a strategic lawsuit against public participation (SLAPP) and has forced a take-down. There is a detailed discussion to be found at the blog Debunking Denialism.
The lists are still on the Internet archives for now. The links are giving at the above-mentioned blog.