Typology of plagiarism and related practices
Prepared by Joseph, K.K. Ho Dated: January
15, 2018
Using Ho, J.K.K. 2017. "A survey study of perceptions on the scholar-practitioner
notion: The Hong Kong case" Joseph KK
Ho e-resources blog December 1 (url address: http://josephho33.blogspot.hk/2017/12/a-survey-study-of-perceptions-on.html).
Type 1: classical plagiarism: no quotation marks and
no citations
E.g. content coming from http://josephho33.blogspot.hk/2017/12/a-survey-study-of-perceptions-on.html:
Scholar-practitioners are people who are
intellectually competent as well as active in pursuing and sharing theoretical
knowledge with high practical value to others (Ho, 2014a). For them,
scholar-practitioner is their professional identity. Some writers as well as
universities that promote their Ph.D. and D.B.A. programmes also specify that
scholar-practitioners should hold a doctorate degree (Ho, 2014a). The reason is
that these programmes provide vigorous education on research methods and
intellectual learning in business management, e.g., Chan (2008), to produce
scholar-leaders (Cafolla, 2012). Dwelling on scholar-practitioners in business
management, Ho (2014a) points out that, being active in both the academic and
business communities creates unique complexity to the career development and
work-life balance of scholar-practitioners, e.g., experience of role conflicts.
Such complexity facing scholar-practitioners has been studied in the academic
literature under four main topics (Ho, 2014a): (i) the profiles and career
development patterns of scholar-practitioner, (ii) the role conflicts and
professional development challenges, (iii) ways to bridge knowledge-action gap
in management, and (iv) formulation of appropriate approaches and contents of
business management education. In this regard, a closely related research theme
is on the work-life balance management in managerial intellectual learning (Ho,
2014d).
Type 2: near-plagiarism: Quotation
marks added but no citations:
"Scholar-practitioners are people who are intellectually
competent as well as active in pursuing and sharing theoretical knowledge with
high practical value to others (Ho, 2014a). For them, scholar-practitioner is
their professional identity. Some writers as well as universities that promote
their Ph.D. and D.B.A. programmes also specify that scholar-practitioners
should hold a doctorate degree (Ho, 2014a). The reason is that these programmes
provide vigorous education on research methods and intellectual learning in
business management, e.g., Chan (2008), to produce scholar-leaders (Cafolla,
2012). Dwelling on scholar-practitioners in business management, Ho (2014a)
points out that, being active in both the academic and business communities
creates unique complexity to the career development and work-life balance of
scholar-practitioners, e.g., experience of role conflicts. Such complexity
facing scholar-practitioners has been studied in the academic literature under
four main topics (Ho, 2014a): (i) the profiles and career development patterns
of scholar-practitioner, (ii) the role conflicts and professional development
challenges, (iii) ways to bridge knowledge-action gap in management, and (iv)
formulation of appropriate approaches and contents of business management
education. In this regard, a closely related research theme is on the work-life
balance management in managerial intellectual learning (Ho, 2014d)".
Type 3a: Abuse of quotation I: Quotation
marks and citations provided, but the size of the copied content large; a few instances
"Scholar-practitioners are people who are intellectually
competent as well as active in pursuing and sharing theoretical knowledge with
high practical value to others (Ho, 2014a). For them, scholar-practitioner is
their professional identity. Some writers as well as universities that promote
their Ph.D. and D.B.A. programmes also specify that scholar-practitioners
should hold a doctorate degree (Ho, 2014a). The reason is that these programmes
provide vigorous education on research methods and intellectual learning in
business management, e.g., Chan (2008), to produce scholar-leaders (Cafolla,
2012). Dwelling on scholar-practitioners in business management, Ho (2014a)
points out that, being active in both the academic and business communities
creates unique complexity to the career development and work-life balance of
scholar-practitioners, e.g., experience of role conflicts. Such complexity
facing scholar-practitioners has been studied in the academic literature under
four main topics (Ho, 2014a): (i) the profiles and career development patterns
of scholar-practitioner, (ii) the role conflicts and professional development
challenges, (iii) ways to bridge knowledge-action gap in management, and (iv)
formulation of appropriate approaches and contents of business management
education. In this regard, a closely related research theme is on the work-life
balance management in managerial intellectual learning (Ho, 2014d)" (Ho, 2017).
Type 3b: Abuse of quotation I: Quotation
marks and citations provided, but the size of the copied content large; many instances
Implications of plagiarism and related
practice types
Implications
|
Type 1
|
Type 2
|
Type 3
|
|||
Turnitin report:
Coloring of copied content
|
Yes
|
No
|
No
|
|||
Effect on similarity score of Turnitin
|
Increase
|
NIL
|
NIL
|
|||
No. of instances
|
Small
|
Large
|
Small
|
Large
|
Small
|
Large
|
Impact on plagiarism judgement (provisional rating[1]):
(0: not serious
5: very serious)
|
4
|
5
|
3
|
4
|
2
|
3
|
Meaning of citation (re: http://www.plagiarism.org/article/what-is-citation)
A
"citation" is the way you tell your readers that certain material in
your work came from another source. It also gives your readers the information
necessary to find that source again, including:
- information about the author
- the title of the work
- the name and location of the company
that published your copy of the source
- the date your copy was published
- the page numbers of the material you
are borrowing
No comments:
Post a Comment