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The aim of this paper is to investigate the journey of academic professors who have engaged in ghostwriting.

This study adopts qualitative exploratory methods to investigate the ghostwriters' journey into academic ghostwriting. To achieve the goal, the authors interviewed academic ghostwriters, who were working for a diploma mill company, specifically focused on PhD thesis writing in the NIS setting.

This study revealed several interesting insights from ghostwriter perspective such as the origins and motivation of ghostwriters, ghostwriters life, ghostwriters' careers and impediments faced by them.

Given the dispersed and sensitive nature of the topic, this is one of the few studies to investigate ghostwriting and offer implications.

This paper aims to focus on plagiarism and the consequences of anti‐plagiarism services such as Turnitin.com, iThenticate, and PlagiarismDetect.com in detecting the most recent cheatings in academic and other writings.

The most important approach is plagiarism prevention and finding proper solutions for detecting more complex kinds of plagiarism through natural language processing and artificial intelligence self‐learning techniques.

The research shows that most of the anti‐plagiarism services can be cracked through different methods and artificial intelligence techniques can help to improve the performance of the detection procedure.

Accessing entire data and plagiarism algorithms is not possible completely, so comparing is just based on the outputs from detection services. They may produce different results on the same inputs.

Academic papers and web pages are increasing over time, and it is very difficult to capture and compare documents with all available data on the network in an up to date manner.

As many students and researchers use the plagiarism techniques (e.g. PDF locking, ghost‐writers, dot replacement, online translators, previous works, fake bibliography) to cheat in academic writing, this paper is intended to prevent plagiarism and find suitable solutions for detecting more complex kinds of plagiarism. This should also be of grave concern to teachers and librarians to provide up to date/standard anti‐plagiarism services. The paper proposes some new solutions to overcome these problems and to create more resilient and intelligent future systems.

Programmes and courses integrating learning and work, captured generally in this paper as work integrated learning (WIL), usually provide flexible and innovative learning opportunities. In a digital age, information and communication technologies (ICTs) can be vital in delivering and enhancing such hybrid forms of WIL. The purpose of this paper is to explore the correlation and trajectory of ICT use among priests in the Church of England in the various forms of WIL.

The case study explores ICT use among a sample of Church of England priests by examining initially their use of virtual learning environments (VLEs) such as Blackboard and Moodle in work-based learning (WBL); and assessing the trajectory and correlation to work-related learning (WRL) through their use of social networking/engagement tools such as Facebook and Twitter in continuing professional development courses (CPD). The correlation and trajectory is provided through a document analysis of VLE access and a survey questionnaire.

Priests in WBL and priests engaged in WRL (i.e. CPD courses) revealed a correlation in the lack of ICT pervasiveness. With only a minority of priests engaging in further higher education (HE), the familiarity and use of ICT such as VLE platforms stagnated or declined. Correlated with social networking/engagement, priests overwhelmingly cited the “lack of time” as a reason not to engage with social media, however, ICT reluctance caused by fear was the trajectory resulting in a further lack of “ICT pervasiveness”.

While results may be generalisable among Church of England priests and other faith communities internationally, due to its unique and distinctive parameters, it is not generalisable to the general mature student adult education population.

The case study highlighted that continued intentional familiarisation and use of ICT within the various forms of WIL programmes and courses among “non-digital natives” would enhance learning. Such learning in WIL would be beneficial for HE programmes addressing e-readiness as a priority.

Specific to the sample case study, considering the importance of community engagement and WIL, this study highlights the challenges and changes required for improved social capital within the field of ICT and adult education.

No studies have considered the training and education of priests as a WIL case study of ICT “pervasiveness” and self-efficacy.

This study examined the causes of cheating and plagiarism in higher education from a global perspective and developed strategies for reducing these behaviours.

The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis reporting guidelines to select 26 research articles published between 2016 and 2024.

Cheating and plagiarism are caused by laziness, time constraints, lack of confidence, difficult exams, excessive assignments, fear of poor grades, and motivation to achieve higher grades. However, students are often unaware of the effects these behaviours can have on their academic and professional careers. Therefore, in addition to regularly updating academic honour codes following national laws and regulations, higher education institutions need to introduce training programmes and workshops to raise students’ awareness of the negative consequences of cheating and plagiarism, enhance their writing skills, and promote positive attitudes.

The study findings may assist policymakers and stakeholders in higher education institutions in deciding whether to implement academic integrity education programmes and modify honour codes following government laws and regulations. Additionally, this study contributes to the existing literature on cheating and plagiarism and will help higher education institutions address the root causes of these behaviours.

This study contributes valuable insights to the literature on cheating and plagiarism.

Developing graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure and genre requirements. Few available studies have investigated such challenges through the lens of supervisors in an international context. Knowledge about the factors hindering the thesis writing process of non-native MA students in English from the supervisors' perspectives is scarce. This study attempts to fill these gaps by answering this question: From supervisors' perspectives, what factors hinder the thesis writing process of non-native MA students?

Thirty supervisors from state and private universities across Iran voluntarily participated in this qualitative study. Drawing upon teachers' diaries and semi-structured interviews, the authors identified major factors negatively influencing the thesis work of master's students. Data were transferred into NVivo 10 and analyzed thematically following Colaizzi's method.

The study found that factors constraining students' writing were (1) students' lack of effort, (2) students' lack of a strategy for writing, (3) students' lack of autonomy and (4) students' absence of voice.

The authors discuss the practical implications of these factors for different stakeholders. There is a growing interest in postgraduate students' thesis writing processes. Surprisingly, no research exists on supervisors' perceptions of factors that constrain the thesis writing process of non-native English master's students.

The purpose of this paper is to investigate the impact of the modern information society on attitudes and approaches to the prevention of plagiarism and to examine a less punitive, more educative model.

The approach taken is a literature review of plagiarism in contemporary society followed by a case study of the education department of a tertiary‐level college in the United Arab Emirates.

The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant contextual factors. A call is made for a truly institutional response to a shared concern, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of student skills, and the proactive involvement of all relevant stakeholders.

This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarism in other contemporary contexts.

This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second language contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices.

Artists operating under a studio model, such as Andy Warhol, have frequently been described as reducing their work to statements of authorship, indicated by the signature finally affixed to the work. By contrast, luxury goods manufacturers decry as inauthentic and counterfeit the handbags produced during off-shift hours using the same materials and craftsmanship as the authorized goods produced hours earlier. The distinction between authentic and inauthentic often turns on nothing more than a statement of authorship. Intellectual property law purports to value such statements of authenticity, but no statement has value unless it is accepted as valid by its audience, a determination that depends on shared notions of what authenticity means as well as a common understanding of what authenticity designates.

Using the pharmaceutical sector as a microcosm of the health sector, we highlight the most prevalent structural and policy issues that make this sector susceptible to corruption and ways in which these vulnerabilities can be addressed. We conducted a literature review of publications from 2004 to 2015 that included books, peer-reviewed literature, as well as gray literature such as working papers, reports published by international organizations and donor agencies, and newspaper articles discussing this topic. We found that vulnerabilities to corruption in the pharmaceutical sector occur due to a lack of good governance, accountability, transparency, and proper oversight in each of the decision points of the pharmaceutical supply chain. What works best to limit corruption is context specific and linked to the complexity of the sector. At a global level, tackling corruption involves hard and soft international laws and the creation of international standards and guidelines for national governments and the pharmaceutical industry. At a national level, including civil society in decision-making and monitoring is also often cited as a positive mechanism against corruption. Anticorruption measures tend to be specific to the particular “site” of the pharmaceutical system and include improving institutional checks and balances like stronger and better implemented regulations and better oversight and protection for “whistle blowers,” financial incentives to refrain from engaging in corrupt behavior, and increasing the use of technology in processes to minimize human discretion. This chapter was adapted from a discussion piece published by Transparency International UK entitled Corruption in the Pharmaceutical Sector: Diagnosing the Challenges.