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Crossing the line : collusion or collaboration in university group work?

Sutherland-Smith, Wendy 2013, Crossing the line : collusion or collaboration in university group work?, Australian universities review, vol. 55, no. 1, pp. 51-58.

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Title Crossing the line : collusion or collaboration in university group work?
Author(s) Sutherland-Smith, WendyORCID iD for Sutherland-Smith, Wendy orcid.org/0000-0003-4589-9323
Journal name Australian universities review
Volume number 55
Issue number 1
Start page 51
End page 58
Total pages 8
Publisher National Tertiary Education Union
Place of publication South Melbourne, Vic.
Publication date 2013
ISSN 0818-8068
Keyword(s) plagiarism
collusion
academic identity
higher education
Bourdieu
Summary In both policy and practice, collusion is a perplexing area of academic integrity. Students are expected to learn to work collaboratively in university courses, yet are often required to submit assessment tasks as individuals whilst in group-work situations. This paper discusses the tension between 'collaboration' and 'collusion' in group-work and the consequences for crossing the line. Adopting a theoretical framework from Bourdieu's work (Bourdieu and Passeron, 1971; Bourdieu, 1991) on symbolic power, the notion of legitimate voice and intertextuality, this paper outlines the effects on the academic identities of 17 students found 'guilty' of collusion in one Australian university. In addition, 34 staff involved in formal disciplinary procedures were interviewed. The findings indicate that collusion is a fraught notion and not approached systematically across the university, nor with any degree of confidence by staff or students. The delineation between 'acceptable collaboration' and 'collusion' appears to be founded in shifting sands, with negative attitudes towards collaborative tasks being the main lesson learned by students.
Language eng
Field of Research 130103 Higher Education
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Persistent URL http://hdl.handle.net/10536/DRO/DU:30048860

Document type: Journal Article
Collections: School of Psychology
Higher Education Research Group
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Created: Sat, 29 Sep 2012, 12:04:27 EST by Wendy Sutherland-smith

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