[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596299-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596299-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","eliciting-the-insights-of-academics-and-postgraduates-on-academic-ethics-and-plagiarism-a-study-of-metaphor","Eliciting the Insights of Academics and Postgraduates on Academic Ethics and Plagiarism - A Study of Metaphor","","Academic ethics and plagiarism are often treated as separate topics, examined either from academics’ or students’ perspectives. This study integrates both views by using interviews to analyze metaphorical perceptions from academics and postgraduate students, described as the academy’s key pair. Shared metaphors for “Academic ethics” emphasize principled guidance and solid foundations, while “Plagiarism” metaphors highlight dead ends, disclosure, and cribbing. Results show postgraduates possess theoretical ethics knowledge but limited plagiarism understanding, whereas academics provide broader comprehension.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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report between postgraduates and academics?",{"text":72,"@type":64},"The findings indicate postgraduates have a theoretical background in academic ethics but limited understanding of plagiarism, while academics demonstrate a more comprehensive grasp of both ethics and plagiarism.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596299,1792144780,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Postgraduates on Academic Ethics and Plagiarism: A Study of Metaphor  \nEsin Hazar * Ebru Bozpolat ** and Hatice Yıldız ***  \nAbstract  \nAcademic ethics and plagiarism research are typically handled separately, with these concepts examined from either the perspective of academics or students. In order to better understand these two interconnected phenomena, this study examined them through the eyes of both academics and postgraduate students, who are often referred to as the academy’s unbreakable pair. The study’s findings, obtained through interviews of participants’ metaphorical perceptions of these phenomena, show that the themes shared by both academics and postgraduate students with regard to the concept of “Academic ethics” were “Principled”, “Guiding”, “Laborious”, “Solid foundation”,“Distinguishing between right and wrong”, and “Precious”, and the common themes created from metaphors generated by both groups for the concept of \"Plagiarism\" were “Pelf”,“A dead-end”, “Disclosure”, and “Cribbing”. Findings also demonstrate that postgraduates have a theoretical background in academic ethics but have a limited understanding of plagiarism. Academics demonstrate a more comprehensive understanding of academic ethics as well as plagiarism than students.  \nKeywords: Academic ethics, plagiarism, postgraduate, academic  \n* Assistant Professor, Department of Educational Sciences, Faculty of Education Sivas Cumhuriyet  \nUniversity, [Turkey. Email:](Turkey. Email: esinnhazar@gmail.com)[ esinnhazar@gmail.com](Turkey. Email: esinnhazar@gmail.com)  \n** Associate Professor, Department of Educational Sciences, Faculty of Education, Sivas Cumhuriyet University, Turkey.  \n***Assistant Professor, Department of Educational Sciences, Faculty of Education, Sivas Cumhuriyet University, Turkey.  \nIntroduction  \nThe term “ethic” is a rational initiative made up of strong, applicable principles that have passed through centuries of long time through ethical reasoning which is based on reliable facts, generally accepted, and shared experiences and instincts (Büken & Büken, 2002) . Kuçuradi (2007) gives point to the three main meanings of the term “ethics”; Firstly, ethics is expressed as a branch of philosophy expected to reveal verifiable-falsifiable information about the phenomenon of ethics, which is a human phenomenon. The word‘ethics’ is sometimes used in the sense of morality, namely used to mean systems of evaluation and behavioral norms that are anticipated to guide individuals’ judgments and doings in their interactions with one another in a specific group at a specific time. In other contexts, the word ‘ethics’ is used to mean a set of norms created by a group of people for specific purposes. Ethical codes are chosen from the norms agreed upon by consensus and are intended to be universally valid. This meaning of ‘ethics’ is the most common today, as evidenced by the discussion of professional ethics and universal ethics. Scipanov and Nistor (2020) state that research ethics or academic ethics is a subcategory of professional ethics that applies to fact-finding, analyses, observations, predictions, proposals, and conclusions made by researchers, academics, and postgraduate students. While ethics is defined in specialized papers as a subject that “studies the theoretical and practical issues of morality” in the field of research ethics refers to a set of norms and values that control the research activity and the author’s mindset toward it. We will concentrate our efforts on this perspective of ethics, ethics as in scientific applications for educational purposes in particular.  \nIn academia, codes of ethics are in place to ensure that these principles are incorporated into the habits of academics to accomplish the objectives of the higher education institutions (Saat et al., 2004) . Different ethical references related to higher education can be mentioned as 1) the freedom of science, particularly fre","cbCaik69aYZqgcun","https://ap.wps.com/l/cbCaik69aYZqgcun","pdf",656268,25,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"How does the study compare academics’ and postgraduates’ views on academic ethics?\",\"answer\":\"The study identifies shared metaphor themes for “Academic ethics,” such as being principled, guiding, laborious, and a solid foundation, coming from both academics and postgraduate students.\"},{\"question\":\"What metaphor themes does the study find for plagiarism?\",\"answer\":\"For “Plagiarism,” the common metaphors created by both groups include “Pelf,” “A dead-end,” “Disclosure,” and “Cribbing.”\"},{\"question\":\"What difference in knowledge about plagiarism does the study report between postgraduates and academics?\",\"answer\":\"The findings indicate postgraduates have a theoretical background in academic ethics but limited understanding of plagiarism, while academics demonstrate a more comprehensive grasp of both ethics and plagiarism.\"}]","Eliciting the Insights of Academics and Postgraduates on Academic Ethics and Plagiarism - A Study of Metaphor | PDF",1792082819,63]