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Cyber-pseudepigraphy: A New Challenge for Higher Education Policy and Management

Page, James S. (2004) Cyber-pseudepigraphy: A New Challenge for Higher Education Policy and Management. Journal of Higher Education Policy and Management, 26(3), pp. 429-433.

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Abstract

There is no lack of critical literature dealing with cyber-plagiarism and the implications for assessment in higher education. The practice of the selling of academic papers through the Internet is generally included under the category of plagiarism, although it is suggested that this ought to be considered under the separate category of cyber-pseudepigraphy. Pseudepigraphy is defined in this essay as the deliberate ascription of false authorship to a piece of writing, and cyber-pseudepigraphy is defined as using the Internet to have another person write an academic essay or paper, without this authorship being acknowledged. It is suggested that cyber-pseudepigraphy has widespread implications, and five critical issues are discussed. The essay finally raises the prospect of a return to some form of unseen examination as a method of student assessment as a way of dealing with this problem.

Impact and interest:

3 citations in Scopus
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460 since deposited on 31 Jan 2007
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ID Code: 6015
Item Type: Journal Article
Keywords: educational assessment, educational attainment, assessment in higher education, selling academic papers, the Internet, cyber, plagiarism, plagiarism, cyber, pseudepigraphy, pseudepigraphy, false authorship, academic plagiarism, term paper mills, credentialism, commodification of higher education, academic cheating, academic fraud, public confidence, examinations, justice, fairness, summative assessment, formative assessment, mass education, plagiarism detection techniques, credibility of higher education, credibility of higher educational institutions, James Smith Page, Dr James Page, James Page
DOI: 10.1080/1360080042000290267
ISSN: 1469-9508
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2004 Taylor & Francis
Copyright Statement: First published in Journal of Higher Education Policy and Management 26(3):pp. 429-433.
Deposited On: 31 Jan 2007
Last Modified: 01 Sep 2010 22:40

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