Preface and Intro: Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity

To celebrate the release of Plagiarism in Higher Education: Tackling Tough Topics in Academic Integrity, I’m doing a series of blog posts. Each post highlights key ideas from various chapters. I’ll also share some extra trivia and tidbits, so even if you’ve read the book, you’ll get some insider info that isn’t in the book itself. I’ve done a video to accompany today’s post and it has different content than the written blog post, so be sure to check out the video, too.

In today’s post, I share a story a conversation with one of my mentors that had an influence on my writing. I also share you an overview of how the book is organized.

Dedication & Preface

Normally, I wouldn’t talk about the dedication, but in this case, it is worth mentioning. When Libraries Unlimited / ABC Clio approached me in January 2019 about writing a book, at first I wasn’t sure. I wasn’t familiar with the press, but after consulting with some library colleagues whom I trust, they assured me that in the field of library sciences, they are a very well respected and have more than 60 years of experience in academic publishing. After some back and forth with the publisher, I sent in a proposal and in March 2019, I signed the contact.

The next month Tracey Bretag visited us at the University of Calgary to keynote the inaugural Canadian Symposium on Academic Integrity. While she was here, I told her I’d just signed a book contract. Our exchange went something like this:

Tracey: “A book! That’s a big project!”

Me: “I know…”

Tracey: “What will you say that is new?! I’ll be excited to read it… but you’ve got to bring something new to the table!”

Tracey wasn’t the only one to make such a comment. Those words rang in my head at every stage of the writing process. I have learned over the years that two of my strengths as a writer are synthesizing existing information in a straightforward way and also forecasting emerging trends. In this book, I do both of these things, and I also propose a new framework for understanding plagiarism in higher education that goes beyond the traditional notions of text and ideas.

I submitted the full manuscript to the book publisher in May 2020, where it then underwent a rigorous process of editing and feedback. Tracey never got to read the book manuscript, as she was already ill when I submitted it. The academic integrity world reeled in grief when she passed in October, 2020.

I realized that I needed to acknowledge Tracey’s passing in the book itself. Thankfully, my editor at Libraries Unlimited, Jessica Gribble, was gracious and understanding. Jessica and the publishing team allowed changes to the book after it had gone into the copy editing phase of production. I was able to make some updates to the text and add a dedication. The book is dedicated to Tracey and I will remain forever grateful for her constant encouragement, and also her challenge to bring something new to the field.

Table of Contents

Here’s an overview of what’s in the book:

  • Introduction: Overview of the book
  • Chapter 1: A brief history of plagiarism
  • Chapter 2: Contextualizing and defining plagiarism in higher education
  • Chapter 3: Intentionality, textuality, and other complicating factors
  • Chapter 4: A multi-stakeholder systems approach to plagiarism: The 4M framework
  • Chapter 5: Evaluation and assessment
  • Chapter 6: Self-plagiarism
  • Chapter 7: Academic file-sharing: Sharing is caring, and other myths
  • Chapter 8: Contract cheating: Outsourced academic work
  • Chapter 9: Diversity, equity, and inclusion
  • Chapter 10: Recognizing, reporting, and resolving plagiarism
  • Chapter 11: Plagiarism by professors and researchers
  • Chapter 12: Conclusion: Contemplating the future of plagiarism

The structure of the book changed somewhat as I was writing it. For example, in the proposal the title of Chapter 9 was “Tackling the taboo: Plagiarism and international students”. Even though I knew I wanted to address the complexities and bust some myths related to international students, that title never really felt comfortable. As I was writing, my university was engaged in a search for its first ever Vice-Provost of Equity, Diversity, and Inclusion. Like so many others during the spring of 2020, I became ever more aware of the need to address bias and discrimination on our campuses and in society. So, the chapter evolved quickly. In the end, it realized it was not a chapter about international students, but about equity. Once I committed to that, the chapter went in an entirely different direction; one I think that is ultimately stronger, more relevant, and more timely.

Other topics I address it the book that I had not anticipated include COVID-19 (see Chapter 5 and Chapter 12), machine learning (see Chapter 12), and the role parents play in how well their children act with integrity in school (see Chapter 4 and Chapter 8).

In the end, although this is a book about plagiarism in higher education, I also wanted it to address academic integrity (and misconduct) more generally. The community of scholars who study academic integrity has been a small one. It has been growing in recent years, and my intention for this book is to provide a solid and interesting book for current and future students, scholars, practitioners, and others who care about academic integrity in their professional practice.

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Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada.

Opinions are my own and do not represent those of the University of Calgary or anyone else.

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