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As a non-academic, I have to admit a degree of ignorance here, and apologise if I upset anyone with my (possibly wrong) assumptions, but..... Do we have a problem with teaching our academics to teach? Are they fully prepared at the outset? I get the impression that the preparation of our academics into the world of teaching and assessing varies from very good to awful, particularly if they are picking up their skills from other academics with "interesting" views on plagiarism. Inducting staff is as important as inducting students, I think. Derek. _________________________________ Derek Ord Head of Student Administrative Services Integrated Student Services University of Hull (01482) 465980 -----Original Message----- From: Plagiarism [mailto:[log in to unmask]] On Behalf Of George MacDonald Ross Sent: 19 April 2005 10:49 To: [log in to unmask] Subject: Re: How low can it go? Oh, much much lower! I don't disagree with Mike. It is a grey area, with only a few instances of nearly pure black, and the actions of both staff and students need to be taken into account. I wrote rather forcefully in my article, because it was directed against a small minority of academics who deny the very concept of plagiarism. In my view, this undermines the HE project of getting students to think independently. I have come increasingly to believe that students are encouraged in bad academic practice at school, and that the key to addressing the problem lies in inducting students into good academic practice from the moment they enter university, and in ensuring that all teaching and assessment fosters good practice. This requires much more radical change than adding bolt-on skills modules, or issuing students with handbooks. As Mike says, the resolution will not be as soon as we like. George. ************************************************************************* You are subscribed to the JISC Plagiarism mailing list. To Unsubscribe, change your subscription options, or access list archives, visit http://www.jiscmail.ac.uk/lists/PLAGIARISM.html *************************************************************************