Reframing Conversations around
Academic Integrity and
Plagiarism: An Intercultural
Approach
Learning at Intercultural Intersections March 2019

Introductions
Todd Odgers
Associate Dean, International Education

Daryl Smith
Coordinator, Intercultural Initiatives
Vicki Vogel
Director, Langara Language Training Centre
And…. Raged Anwar
Instructor, Economics

Learning Outcomes
By the end of this session we will
1. recognize the cultural nuances and complexities
of academic integrity
2. apply ‘Quadrants’ as an interculturally-informed
framework to explore academic integrity
3. generate recommendations for learners, faculty,
staff, and policy makers

Please go to menti.com
Enter the code- 40 59 50

.

http://www.cbc.ca/news/politi
cs/census-2016-immigration1.4368970

Local Student Demographics

John Oliver Secondary School
2014-15 VSB Data

In the Vancouver School Board, 25% of KGrade 12 students are designated ESL and
60% speak a language other than English at
home

Sir Winston Churchill Secondary
School
2014-15 VSB Data

Odgers, 2015

Culture as an Iceberg

Plagiarism – Multiple Factors
Cultural Influences
• Text Ownership
• Common Knowledge

Educational Influences
• Copying as Learning

Dawn Amsberry (2009) Deconstructing Plagiarism: International Students and Textual Borrowing Practices. The
Reference Librarian, 51:1 31-44
Guangwei Hu and Jun Lei. (2012) Investigating Chinese University Students’ Knowledge and Attitudes Towards Plagiarism
From and Integrated Perspective. Language Learning, 62:3 813-850

SHAKE ON IT!

Adaptation – Andy Molinsky
1.Feeling authentic
2.What competencies?
3.Resentment

Binary
In groups of 3 – 5
• Discuss each scenario
• Decide whether you think the student has plagiarized
(P) or not (NP).

________________________________________
Plagiarism/
Dishonest

Not
Plagiarism
/Honest

Plagiarism = Honesty?
1. Is plagiarism always an intentional act?
2. Is it possible to plagiarize without being dishonest?
3. If so, what are some alternate explanations for
plagiarism?
4. Would each scenario be addressed at your institution in
the same way?

Binary

Plagiarism/
Dishonest

Not
Plagiarism
/Honest

Binary

Plagiarism

Not
Plagiarism

Dishonest

Honest

Quadrants
Honest
A

B

Not
Plagiarism

Plagiarism

C

D

Dishonest
R. Anwar, D. Smith and V. Vogel, 2016

Now What?
Upon completion participants will
• recognize the cultural nuances and complexities
of academic integrity
• apply ‘Quadrants’ as an interculturally-informed
framework to explore academic integrity
• generate recommendations for learners, faculty,
staff, and policy makers

Now What? Binary or Quadrant

Now what? Binary or Quadrant?
Langara College
Students

Langara English for Academic Purposes (LEAP)
Langara Student Success Course (LSSC)
Writing Centre
WriteAway
Turnitin

Faculty and
Staff

Intercultural Workshops on Plagiarism

Policy

F1004 Updated Oct 23rd 2108

Now What? Binary or Quadrant
Policy – Academic Integrity
Restorative Justice
• University of Alberta
• North Alberta Institute of Technology (NAIT)
• MacEwan University
https://www.iirp.edu/what-we-do/defining-restorative/

Now What?
1. What are the benefits to thinking in
‘Quadrants’ at your institution?
2. How would you implement a ‘Quadrant’
approach?

Contact Information
Todd Odgers – todgers@bcit.ca
Daryl Smith – dsmith@langara.ca
Vicki Vogel – vvogel@langara.ca