Week 02 – Identifying Errors

IN-TEXT CITATIONS

There are errors in the in-text citation in this Introduction adapted from an article.
Identify the errors and rewrite the complete text with the correct in-text citations using
the APA format or Numbering format:
Student retention has attracted steady attention from scholars and practitioners in the higher
education community (Austin 1993, Bean 1980, Cabrera et al. 1993 & Braxton 2000, Tinto
1993). As such, the literature on college student retention is full with scholarship advancing our
knowledge of what contributes to a student’s ability or inability to complete college. Researchers
have evaluated retention from a student perspective and shown that high school academic
achievement, socioeconomic status, gender, commitment to earning a degree, and social
academic involvement all influence degree completion (Austin 1993; Cabrera and Nora 1996;
Tinto 1993). In particular, we know that students who are socially disadvantaged, academically
less prepared, and who experience a lack of resources and support from significant others, are
less likely to stay in college (Austin 1993; Seidman 2005; Braxton 2000). We also know that
those who feel isolated or lack a sense-of-belonging during their early years of college are more
likely to leave (Hurtado and carter 1997; Hausmann et al., 2007). We have a wealth of research
available to explain college student retention from an individual, student perspective.

From an institutional perspective, according to (Oseguera 2005; Sjoberg 1999) while there is
information on institutional context factors and their effect on degree completion, organizational
analyses are limited by the fact that they mainly tend to evaluate the influence of structural
aspects of an institution and until recently, the organizational culture of an institution. For
example, size, control, and interactions influence persistence behavior but know less about these
groups’ collective influence on persistence decisions. What is lacking then is institutional
analyses of degree completion is an attendant emphasis on peer and faculty climates as
suggested by (Berger 2000 & 2001; Braxton 2000 and Kuh 2001). In other words, what affects
do peer and faculty attitudes and behaviors in the aggregate (i.e. institutional climates) have on
student degree completion?

Source: “The influence of institutional retention climates on student persistence to degree

completion: A multilevel approach” by Leticia Oseguera and Byung Shik Rhee in Research in
Higher Education journal and was published in 2009, volume 50, pages 546-569.

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 Week 02 – Identifying Errors

Paraphrase this information in 2 ways:

(a) Where the researchers are given prominence i.e. subject position
(b) Where the research or information is considered more important

Authors: Malcolm Smith, Noorlaila Ghaali and Siti Faitimah Noor Minhad

There were 1,409 candidates in the program on that date and a sample of around 20 per cent of
the student body was contemplated in order to provide a sufficient number for statistical
comparisons.

80.4 per cent of the respondents acknowledged the source of information in the reference list of
the assignment, but the majority of these (1`30) made no specific citation of authorship
elsewhere in the assignment.

Most seriously 27 students (9.4 per cent of the total) did not state their source of information
anywhere in the assignment, even in the reference list, the incidence of plagiarism among this
group of undergraduate accounting students was perceived as significant

Authors: Niall Hayes and Lucas C.Introna

Carroll (2002) has suggested that as most students are unsure what plagiarism is, they do not
plagiarise with the intent to deceive.

Fear of failure generally, especially when students are funded by their family, their government,
or a particular company, also places considerable pressure on the students to do well.

Yet there are some students who feel they cannot improve upon what is already written and
prefer to use the original text rather than their own.

Most students from exam-oriented learning cultures plagiarize intentionally and unintentionally
due to their lack of experience in essay writing as they are still used to relying exclusively on
exams.

There is also a lack of clarity across the university about what constitutes plagiarism and a
discrepancy in the way plagiarism is detected and enforced.

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