Plagiarism in Higher Education in Sub-Saharan Africa Over a Decade (2012–2022)

Plagiarism poses a serious threat to academic integrity in Sub-Saharan Africa. A recent study by Dickson Okoree Mireku, Prosper Dzifa Dzamesi, and Brandford Bervell examines trends in publications, dominant forms of plagiarism, and the challenges faced by higher education institutions in combating this issue between 2012 and 2022. Analyzing 171 articles, the research provides deep insights into the causes, impacts, and prevention strategies for plagiarism in the region.

Plagiarism in Higher Education in Sub-Saharan Africa

Key Findings

The study revealed that the peak of plagiarism-related publications occurred in 2016. Nigeria contributed the most with 53 articles, followed by Ghana (23) and South Africa (19). Key areas of focus included awareness of plagiarism among students and staff, prevention measures, and its causes. The dominant forms identified were self-plagiarism, branded plagiarism, and commission plagiarism.

Major causes of plagiarism include easy access to digital information, academic pressure to publish, and inadequate supervision. While plagiarism detection tools like Turnitin are increasingly employed, challenges remain, such as insufficient staff training and weak enforcement of penalties.

Impacts and Challenges

Plagiarism undermines research quality, tarnishes academic reputations, and diminishes the credibility of higher education certifications in Sub-Saharan Africa. Key institutional challenges include a lack of trained experts to detect and report plagiarism, low detection skills among supervisors, and administrative reluctance to investigate cases.

Recommendations

The researchers suggest the following:

1. Enhanced training for academic and administrative staff on plagiarism detection tools.
2. Comprehensive institutional policies to address plagiarism systematically.
3. Further studies on less explored forms of plagiarism, such as shadow plagiarism and cooperative plagiarism.
4. Awareness campaigns and educational programs to promote academic integrity among students and staff.

Closing

The study, led by Dickson Okoree Mireku, Prosper Dzifa Dzamesi, and Brandford Bervell, underscores the need for collaborative efforts among higher education institutions to tackle plagiarism. By adopting holistic approaches and implementing effective policies, Sub-Saharan Africa can strengthen academic integrity and boost its global competitiveness.

Reference

Mireku, D. O., Dzamesi, P. D., & Bervell, B. (2024). Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012–2022) literature. Research Ethics, 20(2), 156-186. https://doi.org/10.1177/17470161231189646

Declaration of Generative AI

This article generated using ChatGPT