Shifting the discourse of plagiarism and ethics: a cultural opportunity in higher education
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Shifting the discourse of plagiarism and ethics: a cultural opportunity in higher education Hyunjin Jinna Kim 1
& Huseyin
Uysal 1
Accepted: 9 November 2020/ # Springer Nature Switzerland AG 2020
Abstract Plagiarism is a pervasive challenge throughout academia perpetuated by the advent of technology, lack of ethical education, and the ambiguity in its definition. Plagiarism in the United States’ higher education settings has gained more attention over the years as international student population has increased. Considering how higher education institutions are growing as international spaces due to globalization, it is crucial to closely examine ethical issues concerning the diverse and multicultural student population. A prevailing view of plagiarism asserts that international students’ plagiarized texts are influenced by their ethical judgment and cultural backgrounds. This invites the question of whether ethical decision-making processes and cross-cultural perspectives are taken into consideration when instructors encounter instances of plagiarism committed by international or multicultural students. This paper intends to expand on the concept of culture in regard to the ethical dilemmas of plagiarism. Extending the discussions of cross-cultural influences surrounding plagiarism and ethical judgments in higher education, we position ourselves as viewing culture through the expanded lenses of macro- and micro-level cultural practices. In response to the internationalization of higher education, we advocate for changes in higher education curricula and instruction towards more cultural responsiveness and inclusivity. Instead of questioning or criminalizing ethics based on cultural background, especially in the cases of plagiarism committed by international students, we suggest approaching culture using the expanded perspectives of macro- and micro-cultural practices. The paper also provides recommendations for higher education instructors when tackling ethical dilemmas while preventing and managing situations of plagiarism. Keywords Academic dishonesty . Culture . Higher education . International students .
Plagiarism . Second language writing * Hyunjin Jinna Kim [email protected] Huseyin Uysal [email protected]
1
University of Florida, School of Teaching and Learning, Gainesville, FL, USA
Kim H. J., Uysal H.
Introduction Given the ever-diversifying population of higher education institutions in the United States (U.S.), it is crucial for course instructors to revisit the concept of culture and multiculturalism concerning ethics education. Higher education institutions are becoming more multicultural and diverse with increased international student mobility worldwide (Jon 2013; Maxwell et al. 2008). Altering higher education curricula and syllabi in response to the diversifying student population is one of many challenges instructors face (Clifford and Montgomery 2017). In particular, instances of plagiarism committed by second language (L2) writers of English, or international students, in academic
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