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Plagiarism is wrecking the academic spheres all around the world. The internet is accused for causing exponential increase in plagiarism. This paper aims to examine the prevalence of plagiarism among veterinary students and assess the impact of the internet on their plagiarism practices, so that the corrective measures can be suggested to ensure the originality of academic and research work.

A survey of undergraduate and postgraduate students of veterinary science was conducted at Guru Angad Dev Veterinary & Animal Sciences University (GADVASU), Ludhiana using questionnaire as data collection tool. The responses of total 147 students have been analysed using percentage calculations and mean values. The t-test has been applied using SPSS-16 to find the significance of difference in the plagiarism practiced by students using the internet and print sources of information.

Results revealed the prevalence of plagiarism among both groups of students. There was no significant difference in the frequency level of plagiarism among UG and PG students using both the internet and print sources of information, advocating that the internet has not influenced the plagiarism frequency of students.

This is the first known attempt to examine the plagiarism habits of veterinary students.

Full curriculum-based Venture Creation Programmes (VCPs) are a relatively new and potentially underutilised form of degree programme in which students explore the on-going creation of a new venture as a primary aspect of their formal study. The highly experiential nature of VCPs has the potential to meet the calls of researchers and policymakers for students to actively participate in and control their own learning for enterprise and entrepreneurship. However, research into VCP's remains limited which constrains their development. The purpose of this paper is, therefore, to review the literature surrounding VCPs in order to investigate the current research and explore areas for further study to support the development of these courses.

A systematic literature review was conducted in order to find and explore literature around VCPs, defined here as credit-bearing whole programmes of study, focused on learning for entrepreneurship, with the creation of a real-life business venture as an integral part of the learning experience, on which completion of the programme is dependent. First, academic literature published in peer-reviewed journals was collected through a systematic search. In parallel with this, academic colleagues working in this space were contacted for recommendations of literature and for information on work in progress. This led to additional emerging work being discovered that is primarily being presented at conferences. A further general Internet search was conducted to find non-academic information, reports and literature relating to VCP practice.

Four themes were explored covering the entire student journey (1) application and recruitment; (2) teaching, learning and assessment; (3) development of entrepreneurial identity; and (4) entrepreneurial outcomes. The literature presented in the paper suggests that VCPs can meet calls to provide an innovative curriculum based on experiential learning principles. VCPs can provide a positive learning experience in addition to leading to actual business start-up during the degree or after graduation.

This paper presents a comprehensive review of literature focusing on VCPs. Recommendations are made for further research. A key question remains: if full VCPs have the potential to enhance learning, produce positive business outcomes, and address policy calls, why are there so few known VCPs at universities around the world?

The aim of this paper is to present the findings of a comprehensive study of enterprise and entrepreneurship education provision in England's 131 Higher Education Institutions (HEIs). The paper is based upon the National Council for Graduate Entrepreneurship (NCGE) mapping study of formal and informal activity conducted in 2006.

All HEIs in England were invited to complete an online institutional mapping template seeking data on enterprise and entrepreneurship accredited programmes/modules, non‐accredited enterprise and entrepreneurship provision and other institutional characteristics that support enterprise and entrepreneurship development. The research team maintained regular contact with all HEIs to maximise participation and to provide support where requested. A number of institutional visits were made by the research team both to introduce the study and to assist data entry where there was limited resource. The approach led to the collection of a unique and robust data set.

The results illuminate the scale and scope of dedicated provision for enterprise and entrepreneurship across the HE sector in England. Of all institutions, 94 per cent participated, ensuring that these results are analogous to a census report. The results further highlight the penetration of the student population and in particular the nature of their engagement.

This is the first time such an approach has been taken in England and the results are illuminating for academics, policy‐makers (particularly regional development agencies) and enterprise educators. The data provide an evidence base for supporting further development needs across the HE sector and offer opportunities for benchmarking and the exchange of practice, knowledge and experience.

In the era of globalization, we have large market. Here, each one has to offer something for its survival or sustenance. Now, to capture the market of any product, the customer's satisfaction is essential. Government supported higher education institutions or the knowledge providing sectors day by day facing challenges both from nation's private institutions and global academic institutions. Students satisfaction obtained from the outcome or services provided by the institution is essential for its sustenance. Given that education is an experienced good, its efficacy can be measured by evaluating its effect on users, that is, students. Under these circumstances, it becomes very important to measure the level of satisfaction from the angle of the students of higher education institutions specially financed by government. An attempt has been taken in this chapter to measure students' satisfaction in master's level students of the University of North Bengal. This study is completely based on primary data collected from the structured questionnaire. Logistic regression model is used in this study as methodology.

A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation.

Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support.

The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback.

The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill.

Briefly reviews previous literature by the author before presenting an original 12 step system integration protocol designed to ensure the success of companies or countries in their efforts to develop and market new products. Looks at the issues from different strategic levels such as corporate, international, military and economic. Presents 31 case studies, including the success of Japan in microchips to the failure of Xerox to sell its invention of the Alto personal computer 3 years before Apple: from the success in DNA and Superconductor research to the success of Sunbeam in inventing and marketing food processors: and from the daring invention and production of atomic energy for survival to the successes of sewing machine inventor Howe in co‐operating on patents to compete in markets. Includes 306 questions and answers in order to qualify concepts introduced.

While educators and students alike are increasingly moving to use on-line technologies, there is still much to be learned about how these tools influence student learning. The purpose of this paper is to present a comparative investigation of the online use of one undergraduate (UG) and two postgraduate (PG) student cohorts undertaking similar “introduction to management” courses.

The authors used the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to examine student cohorts’ (UG vs PG, with two nuances within PG) use of the same online learning platform.

Students’ acceptance and use of technology increases as the authors move from UG to PG with little to no work experience and were highest for PG students with two years plus work experience. These findings suggest that educators delivery of materials via online learning platforms requires a more nuanced approach than the “one-size fits all” that tends to be adopted.

The study is confined to students undertaking management in the academic rather than vocational area and the authors have limited the study to a quantitative methodology which uses regression analysis.

This current study provides academic practitioners with an insight into some of the challenges facing higher education in managing different student cohorts in ways that provide them all with what is seen as a quality learning experience.

Given the relatively recent development of the UTAUT model, the authors suggest that an important part of its value is in providing comparative UG vs PG views as to the effectiveness of online and technology-assisted learning tools.

The purpose of this paper is to present an algorithm to generate story problems via controlled parameters in the domain of mathematics. The generation process is performed in the problem generation module in the context of an intelligent tutoring system suggested in this paper. Controlling the question parameters allows for adapting the generated questions according to the specific student needs. Story problems are selected since they are one of the most important types of problems in mathematics, as they help train students to apply their knowledge to real-world problems. Such problems target improving different student’s skills including literacy skills through reading the problem, recognizing the embedded mathematical information, and applying the required arithmetic operators.

Natural language generation (NLG) techniques are used to control the difficulty level of the generated story problem header in addition to effecting variations from the natural language point of view. The proposed NLG technique is based on different separated knowledge categories to provide flexibility in the generation process and allow porting the module to other contexts, domains, and to other natural languages without a complete redesign.

The approach has been empirically evaluated, and the results show that the generated problems are sound, clear, and naturally readable. This is in addition to the usability of the tutoring system itself.

The generation technique is confined to the problem described using rhetorical schemas. Nevertheless, it can generate any problem provided that the rhetorical schema is available.

Most story problems generation systems limit the variation of the story problems to formulating the sentences that describe the story problem and the associated mathematical operations. In contrast, this paper presents a story problems generation technique that allows variations in the structure of the narrative story as well as the context, sentences, wordings, and mathematical operations. This variability allows assessing different student skills along different dimensions with gradually increasing difficulty levels.

Beginning with a detailed analysis of 24 published surveys and programmes of library and information science curricula from 1969–1975, the article discusses the professional continuity in changing courses. A particular problem is maintaining the identity of ‘core studies’ in professional curricula. The content and objectives of computer courses are listed and discussed. The coverage of the author's own survey is explained. All 17 schools in the U.K., 1 in Dublin and 13 in eastern U.S.A. and Canada were visited in 1978 involving interviews with over 130 people individually or in groups. Ten schools overseas provided further data in questionnaires. The results of the survey begin by summarising the various stated objectives for computer courses. There follows a review of the structure of such courses and the views on options in this subject. Outlining the titles, content, duration and staffing, the article reviews, with supporting tables, courses for computer appreciation, programming and library automation. Separate tables and commentary cover the data from the questionnaires. In the conclusions, it is emphasised that computing is now an essential part of professional education, though how much and for whom is not yet decided. Advanced courses will soon be needed for those wishing to specialise.

The engineering education accreditation (EEA) is a principal quality assurance mechanism. However, at many education institutions, the most labor-intensive work of EEA process is accomplished manually. Without the support of computer and information technology, the EEA process leads to high labor intensity, low work efficiency and poor management level. The purpose of this paper is to build a complex network model and realize an information management system of talent training program for supporting the EEA process.

Based on polychromatic graph (PG), this paper builds a network model of talent training program for engineering specialty. The related information and data are organized and processed in this network model. From the bidirections of top-down and bottom-up, the user requirements are retrieved automatically in logic layer. Together with the specialty of mechanical engineering, the proposed PG-based network modeling method is applied and the corresponding information management system is realized.

The study results show that the PG-based network modeling method takes full advantages of the strong simulation ability of PG to model the complex network system and has some unique merits in formal expression of problem, efficient processing of information and lightweight realization of system. Further, the information management system of talent training program can reduce the tedious human labor and improve the management level of EEA process dramatically.

This paper proposes a PG-based network modeling method, in which the nodes and the edges can be painted by some unified colors to describe the different kinds of activities and the various types of interactions. Theoretically, this modeling method does not distinguish the activities, the interactions and their properties in graphic symbol and the problem size is diminished about a half. Furthermore, this paper provides an effective experience and idea to the education institutions for implementing the engineering education accreditation, increasing the education management efficiency and promoting the talent training quality.