The Times Educational Supplement, sister paper of the Times Higher Education, has reported that nearly 30,000 applicants to UK universities last year cheated on their personal statements by copying them from online sources or other applicants. The 600-word personal statements for UCAS applications in the UK are an integral part of the university application process, where a student is supposed to demonstrate their personality and why they stand out from other applicants.

UCAS uses plagiarism detection systems, which are also used in many universities to scan essays, and found that in those 30,000 copied statements at least 10% was identical to another source or application, with hundreds even copying the opening lines. The rate of plagiarism in personal statements decreased from 5% in 2007 when UCAS first trialled it’s plagiarism software to 2.8% in 300, but has risen again to 3.85% in 2010.

In another case, scandal hit Japan’s universities last week as it emerged that a series of questions posted on a popular website, which at first seemed innocent, were in fact taken directly from the entrance exam to the prestigious Kyoto University, posted –and answered – whilst the exam was taking place. It is believed that the poster, named ‘aicezuki’, posted the English and maths questions on Yahoo Japan’s “chiebukuro” (pearls of wisdom) site using a mobile phone.

It has further emerged that posts under the same name were also posted during entrance exams to other popular universities, Doshisha University, Rikkyo University and Waseda University. It is not yet clear whether there is more than one person involved and police have launched a search for those responsible. The scandal has prompted calls to ban mobile phones and electronic devices from test sites, such as in South Korea, where a similar ban was brought in after another cheating scandal involving mobile phones in 2004.

And it’s not just the youngsters either. German Defence Minister Karl-Theodor zu Guttenberg was recently found to have copied large chunks of his 2006 university doctorate thesis and has since stood down from his post and been stripped of his PhD. He has claimed that his plagiarism was a mistake but this has been met with much scepticism, with tens of thousands of German academics writing complaints to the Chancellor, Angela Merkel, who has stood by him throughout the scandal. The University of Bayreuth stripped Guttenberg of his PhD after it emerged that over half of the 475-page thesis had been taken word for word from other people’s work.

Cases like these seem to suggest that plagiarism and cheating is rife, although obviously this is still a small minority and the majority of university students are honest and don’t plagiarise. But in an age of ever-smaller mobile devices and internet access, universities may have trouble curbing the numbers of cheating students. Perhaps some students can’t avoid the temptation to cheat when they think they cannot be found out – according to plagiarism.org, a poll conducted by US News and World Reports found that 90% of students believed that cheaters are never caught or are not appropriately disciplined.

We asked some UK students whether they would cheat on entrance or university exams if they thought they wouldn’t get caught,  and it seems that even those who wouldn’t cheat cited their reason as fear of being caught, rather than the morals involved.

Here’s some of their thoughts on cheating*:

“Of course I would, because I could always actually learn stuff once I am on the course. It would give me a better start.” – Sarah, journalism student from the University of Westminster

“No, it’s not worth the risk of getting caught.” –  Jane, studying Costume with Performance Design at the Arts University College at Bournemouth

“I wouldn’t. Bad Karma… I’d be paranoid the whole time, and I like to feel I have got there on my own… you can always resit.” – Ruth, Marine Biology student from Newcastle University

“If you wouldn’t get caught why wouldn’t you? You would be stupid for not cheating.” – Ben, Business student, Brunel University

Although the majority of students are not cheating, those who are considering plagiarising or cheating should consider the consequences. Plagiarism can lead to failure of a courses and even expulsion, and in some cases can be a legal matter.

What do you think? Would you cheat if you thought you wouldn’t get caught? Do the morals around cheating matter?

*Names have been changed for confidentiality reasons

The Russell Group, which represents 20 of the UK’s top universities including Oxford and Cambridge, recently sparked controversy with it’s new guide, Informed Choices, to help students choose A levels in preparation for university. Some, including the British Journal of Photography (BJP), felt that the guide has attacked so-called ‘soft subjects’ and accused the Russell Group of short-sightedness.

The guide warns students considering taking more than one ‘soft’ subject – usually courses that are vocational or practical based such as art, music or business studies- that “some caution may be needed” and encourages students to take two or more A level qualifications in ‘hard’ or ‘facilitating’ subjects such as English, maths and the sciences in order to have “a much wider range of options open to you at university”. They also state that general or critical studies should only be taken as an additional subject and not be one that students rely on for entry requirements.

But in an article the BJP editors, and the photography lecturers they spoke to, argued that it was absurd to consider some subjects as ‘soft’ and that these subjects could teach students independent thinking and creativity. However, although it may be aggravating to those involved in the ‘soft’ subjects it should be considered that this is not a new categorisation created by the Russell Group; the grouping of subjects as ‘soft’ and ‘hard’, whether correct or not, has been a persistent problem.

The BJP also pointed out the need for encouraging students to take up arts and humanities subjects, especially after government cuts meant a withdrawal of funding for these courses in the university sector. At a time when unemployment is high and university fees are set to increase, there are already fears that students will not take creative/humanities subjects, instead opting for subjects they think can lead to a specific job. There may be a worry that the Russell Group’s guide may discourage students further from taking a broad range of subjects, instead promoting the traditional ‘hard’ ones.

The guide could be of great use to students considering their post-16 study choices, though some of it’s recommendations may not sit comfortably with some. For example, the guide states: “By choosing facilitating subjects at advanced level, you will have a much wider range of options open to you at university. An advanced level qualification in any facilitating subject will keep open to you a number of degree courses” and also states that choosing non-facilitating subjects doesn’t increase your options at university.

Whilst this may be true in some circumstance, evidence shows that a majority of courses do not require specific subjects and will consider most subjects, whether ’soft’ or ‘hard’. Recent research titled ‘A level subjects: What universities want’ by The Guardian showed that many universities do not require or discount specific subjects, with the exception of general studies which some of the universities involved said could not be part of the entry requirements. Most outlined that for some courses specific A levels may be needed but this is not ‘hard’ or ‘soft’ based; i.e. whilst engineering may require a ‘hard’ subject such as maths, other subjects such as art will require a ‘soft’ qualification such as A level art.

For example, in the research Canterbury Christ Church University said: “We do not differentiate between A-level subjects and accept general studies. However, for some programmes a specific A-level or equivalent is required, eg a music A-level for the music degree, art for our fine art degree programme and most of our science programmes require at least one science A-level.”

City University London also said: “General studies is the only A-level generally excluded. Having it would not damage their chances of winning a place, as long as there was sufficient preparation elsewhere on the form.”

In any case, students should make sure they are aware of the requirements for the courses and universities they are interested in. If you are unsure of what you would like to study at university, you should try to keep your options as wide as possible and study subjects that may be required for subjects you think you might want to study.

To see the Russell Group Informed Choices guide, click here. To see the The Guardian’s ‘A levels: What universities want’ click here.

What do you think about the categorising of subjects as ‘soft’ and ‘hard’? Have you taken an A level subject that you don’t enjoy in order to have better qualifications? Let us know your thoughts.

This edition of i-MAD contains a variety of articles on key subjects and career prospects in the media, arts and design fields as well as profiles from top art schools, colleges and universities across the globe. We have also included a special music supplement packed with a wealth of information on this fast-developing and exciting study field. i-MAD is truly a smorgasbord of information for students interested in the creative disciplines.

Look out for our spotlight articles:

• Top Tips for Putting Together Your Portfolio
• Study Music in Europe
• Why Study Design in Perth

i-MAD is just the first of this year’s subject-specific magazine releases for i-studentadvisor. Keep an eye out for our upcoming publications i-LASH (liberal arts, social sciences and humanities), i-BEL (business, economics and law), i-SECT (science, engineering, computing and technology) and i-MHS (medicine and health science).

i-SECT, i-studentadvisor’s science, engineering, computing and technology magazine is now online and ava

This edition of i-SECT is bursting with editorial from academics and leading professionals in the SECT disciplines as well as featuring a range of university and college profiles. So, whether students want to study chemistry in the UK, maths in Australia or geology in the USA, this edition has something for every SECT minded student.

Following the release of i-MAD earlier in the month, i-SECT is the second of our subject specific issues to be launched this year and soon to be followed by i-LASH (liberal arts, social sciences and humanities), i-HT (hospitality and tourism) and i-BEL (business, economics and law).

We hope you enjoy reading this issue of i-SECT and would love to hear any comments or feedback you have.

The long awaited decision, reported by the New York Times, sees an abandonment of the English policy implemented in 2003 by former Prime Minister Mahathir bin Mohamad. The intended outcome of the policy was to improve the employability and language skills of Malay graduates. The Malaysian Government state that the policy has failed to improve English in the vast majority of students and that grades have fallen since the policy was introduced.

Some critics have argued that the decision by the Government is mainly political. Professor James Chin, Head of the School of Arts and Social Sciences at Monash University in Malaysia, said of the Government “they decided to buckle under the pressure from the Malay nationalists who argue that by teaching students in English you are neglecting the position of the national language.”

Other critics are concerned at how the decline in English tuition may affect students after graduation. Shamsuddin Bardan, Executive Director of the Malaysian Employers Federation said, “this is a setback for the efforts to enhance the command of English for the students.”

Malaysian former student Gabrielle also commented “I am against the decision. For the country to move forward more students should be taught in English. It is essential for them to get ahead in the job market, particularly in today’s climate.”

What do you think? i-studentadvisor would love to hear your comments on this issue.

i-MAD, i-studentadvisor’s magazine for courses in media, arts and design is now available on i-studentadvisor.com. This is essential reading for any students looking to study a course within the arts sector overseas, or for college admissions counsellors wanting to learn more about the specific requirements for these courses. i-MAD can also be for the parents of artistic minded students to answer all their questions about their child’s future prospects in the arts.

EDITORS’ LETTER

We are delighted to present you with our latest i-studentadvisor media, arts and design issue, i-MAD, a hotbed of essential reading for all aspiring artists, designers and creatives.

i-MAD is the first of our five subject specifics to be launched this year, soon to be followed by i-SECT (science, engineering, computing and technology), i-BEL (business, economics and law), and our two new subject editions i-HT (hospitality and tourism) and i-MHS (medicine and health sciences); each bursting with profiles, editorial and study advice focused on different aspects of the disciplines.

As always i-MAD is packed with a great range of institution profiles and topical editorial from associations in the media, arts and design field. Whether students want to study graphic design in New Zealand, journalism in the UK or architecture in Australia, i-MAD has something for every creative mind.

Comments and feedback are always welcome from our readers. Please email us any thoughts on this issue or ideas for upcoming issues.

We hope you enjoy reading this issue.

Click here to go to magazine.