Academic Network


Academic Network

Dr.Wendy Sutherland-Smith is a Senior Lecturer at Deakin University, Australia. She has actively researched academic integrity issues, particularly plagiarism in academic writing for the past 15 years. Her doctoral research thesis investigated both staff and international students’ knowledge and attitudes to plagiarism management within a university context. Wendy has extensive publications in the field of academic integrity, ranging from the tension between policy interpretation and implementation; semiotic analysis of the term, student and staff practices in plagiarism management and use of technologies in academic integrity endeavours. Her book titled, 'Plagiarism, the internet and student learning: Improving academic integrity' was published by Routledge in 2008. Wendy has been involved in a number of research projects exploring issues of plagiarism and collusion, uses of technologies in plagiarism management and student and staff perceptions of issues of academic integrity. She is also interested in institutional management of academic integrity, particularly ways in which policy is enacted in teaching and research practice. Wendy is interested in developing and maintaining international collaborations to extend academic integrity research to promote ethical, sustained learning environments.


Dr Tracey Bretag, University of South Australia, Australia

Tracey Bretag, BA (Hons), MA, EdD (by research), is a senior lecturer in the School of Management at the University of South Australia. Tracey has extensive research experience in all aspects of academic integrity. Until 2013, she was the Chair, Co-Chair or Deputy Chair of The Asia-Pacific Forum on Educational Integrity (APFEI), since it was founded in 2003. She is currently the President of the Executive Board to the International Center for Academic Integrity (ICAI) based in the U.S. She is the Founding Editor (since 2005, originally with Helen Marsden) of the International Journal for Educational Integrity, published by Springer.

In 2011 Dr Bretag was awarded the ICAI Exemplar of Integrity Award, in recognition of her contributions to the field of academic integrity. From 2010-2012, Bretag was the Project Leader of the Australian Learning and Teaching Council Priority Project, Academic integrity standards: Aligning policy and practice in Australian universities. From 2012-2013 she was the Project Leader of the Office for Learning and Teaching (OLT) funded project entitled Embedding and extending exemplary academic integrity policy and support frameworks across the higher education sector. She is currently leading another OLT project entitled Ready for take-off: Preparing students for intercultural learning in Asia. Dr Bretag provided the Keynote Address at the 5th International Integrity & Plagiarism Conference in July 2012 and regularly speaks at academic integrity conferences across the globe. Tracey’s latest project is as the Editor-in- Chief of The Handbook of Academic Integrity, will be published by Springer in late 2015.

Research & teaching interests: I have an eclectic interdisciplinary background in Education, English Language and Literature, History, TESOL and Gender Studies. I have taught a range of communication, TESOL, ethics, writing and professional development courses at the University of South Australia. My combined teaching interests culminated in the publication of Communication skills for international students in business (2006, 2009). In 2010, I received an Excellence in Teaching Award from the University of South Australia, and in 2014 I received a Certificate of Commendation for Excellence in Research.

Dr Cath Ellis, University of New South Wales, Australia

My interest is less to do with plagiarism and academic integrity and more to do with how we use tools like GradeMark and Turnitin to manage the workload of academic assessment. I've led a JISC funded research project evaluating the benefits of this and looking at how we can better support students, academics and administrative staff in the management of assessment.

Research & teaching interests: Technology Enhanced Learning, Electronic Assessment Management.

Dr Wendy Sutherland-Smith, Deakin University, Australia

Dr Wendy Sutherland-Smith is a Senior Lecturer at Deakin University, Australia. She has been actively involved in researching issues of plagiarism in academic writing for the past decade, including her doctoral research thesis. As well as publishing many journal articles about plagiarism, ranging from a semiotic analysis of the term, student and staff attitudes towards plagiarism, plagiarism and policies, her book titled, 'Plagiarism, the Internet and Student Learning: Improving Academic Integrity' was published by Routledge in 2008. Wendy has been involved in a number of research projects exploring issues of plagiarism and collusion, uses of technologies in plagiarism management and student and staff perceptions of issues of academic integrity. She is also interested in institutional management of plagiarism, particularly ways in which policy is enacted in teaching and research practice. Wendy is interested in developing and maintaining international collaborations to extend academic integrity research to promote ethical, sustained learning environments.

Research & teaching interests: Academic integrity, plagiarism, ethical relationships in higher education settings, learning and teaching with technologies, critical pedagogies.


Marcelo Krokoscz, Alvares Penteado Business College Foundation (FECAP), Brazil

Professor Marcelo Krokoscz has a degree in Philosophy, Theology and Pedagogy and is a Master of Education. He recently completed his PhD thesis on authorship and plagiarism in the process of scientific training at the University of São Paulo, which has been published as a book entitled ‘Outras palavras sobre autoria e plágio’. He teaches Scientific Methodology in the Alvares Penteado Business College Foundation (FECAP), São Paulo. He has presented lectures on plagiarism in many prominent institutions in Brazil. He is also author of the book ‘Autoria e plágio’ (published by Atlas in 2012) and editor of the website

Research & teaching interests: Scientific methodology, authorship, plagiarism, scientific creation, information literacy.


Gloria Isabel Villegas, Escuela de Ingenieria de Antioquia (EIA), Colombia

As a Geological engineer, specialist in IT systems and VLE specialist with experience in environmental issues and quality assurance, I have occupied a variety of different roles since joining the Escuela de Ingenieria de Antioquia (EIA) in 2003. My love of technology has allowed me, over the last three years, to create and coordinate the Department of New Education Technologies (NTE), which is responsible for assessing the purchase and use of e-learning tools at EIA. In EIA honesty and ethics play a central role for all directors, professors and employees; and for this reason it was the first institution in the state of Antioquia, and the second in Colombia, to adopt Turnitin. Turnitin is presented as a formative tool to support students when reviewing academic and administrative documents. The campaign for respect of copyright is a crosscutting theme in all training carried out by the Department of New Education Technologies and the library. We carry out surveys and assessments and this has now become a permanent institutional service.

Research & teaching interests: Academic integrity, open access, creativity, learning and teaching with technologies.


Stephen Gow, University of York, UK & China

I have over 5 years’ experience teaching Chinese students in China on pre-abroad preparatory and degree programmes at the Sydney Institute of Language and Commerce (SILC) at Shanghai University and Tsinghua University. I have undergone Chinese language training at Fudan University, Shanghai and I am currently building up my academic Chinese for research purposes. During my time teaching in China I grew very interested in cross-cultural educational expectations with particular attention to academic integrity and the concept of plagiarism. I worked within my institution to inform Chinese and International staff and students about the academic integrity, research and educational history. This led to my MRes in Educational and Social Research from the Institute of Education (IOE) at the University of London in 2012 and I am currently completing my PhD in the Department of Education at the University of York.

In 2014, I began my current role as Academic Integrity Resources Manager at the University of York, I deliver, develop and maintain a suite of integrity resources. This includes specialised referencing workshops formative and summative Turnitin training (for students and staff), research integrity and ethics (for PhD students and early career researchers), and integrity in the academic writing process across the institution. I am responsible for the University of York's compulsory online Academic Integrity Tutorial and am also the project leader for the University's new online Research Integrity Tutorial, aimed at postgraduate research students.

Teaching & research interests: My research compares the educational cultures of the UK and China within the context of academic integrity. I am exploring the influence of Chinese International students on the UK system and also the influence of these students when they return to China, I suggest that they are acting a cultural bridge for academic integrity and knowledge exchange between cultures.


Dr Christina Mainka, Edinburgh University, UK & Germany

Christina has been in a number of different academic and staff support roles at HE and FE institutions in the UK, USA and Germany for nearly 20 years with a keen interest in academic integrity from the start. She holds a PhD in Chemistry and an MPhil in Technology-enhanced teaching, with practical experience in employing emergent technologies in science education in ways that promote more exciting learning opportunities for students which motivate to create original work. At Edinburgh Napier University she was instrumental in the development of the university's distance education programme, MSc Blended and online education (MSc BOE), the 2012 recipient of eAssessment Scotland's award in the category formative assessment. Christina believes that assessment which is designed to be relevant to students' interests and allows for formative feedback is a key factor in discouraging plagiarism from the outset. After successfully piloting and rolling out Turnitin at Edinburgh Napier as its administrator from 2005-2010, Christina has more recently shared the experience gained there in bespoke podcasts for educators in Germany, Switzerland and Austria. Not someone to reside in any one place for too long, Christina has moved back to Scotland where she is developing a new fully online MSc in Clinical Trials for Edinburgh University and tutors chemistry students for the Open University. Christina has published her work in peer reviewed journals and has presented at education conferences in the UK, Australia and Germany on topics that include transformation in HE, innovative online assessment design, plagiarism prevention, and the role of communication in distance education.

Research & teaching interests: Technology enhanced teaching especially in the physical and clinical sciences, evolving role of educators, qualitative content analysis in online discussions, academic integrity and innovative curriculum design, transformation in HE, web literacy.


Randa Al-Chidiac, Holy Spirit University of Kaslik (USEK), Lebanon

I am currently the Executive Director of the Library at the Holy Spirit University in Kaslik, Lebanon. In my previous role as e-resources librarian, I was responsible for all activities related to academic integrity from drafting a policy to raising awareness of plagiarism and training on Turnitin. I have organised numerous training and advice sessions for students and faculty on identifying and avoiding plagiarism, as well as the use of Turnitin as a tool for detection and assessment. My newest challenge is to apply my knowledge and experience to find ways to instigate a debate on academic integrity and apply effective methods by training both faculty and students in order to minimise the errors that occur in academic writing.

Research & teaching interests: My background is multidisciplinary in Education, English Language, Literature and Librarianship. I have taught English communication skills and library research skills. Being a Librarian, I would like to put more effort into making otherlibrarians in my region better equipped to deal with issues in academic integrity, plagiarism and copyright in order to be more proactive nationally as well as institutionally.


Dr Esyin Chew, Monash University, Malaysia

Dr Esyin Chew is a Senior Lecturer in the School of Information Technology, Monash University, Malaysia. Before joining Monash, she was an independent academic consultant and a Senior Lecturer in Technology Enhanced Learning, Teaching and Assessment, at the University of South Wales, UK. Additionally she has been a software engineer in e-Business and Acer Group, a lecturer at the University of Malaya, e-commerce consultant and e-learning consultant for commercial companies. With her excellent academic and research work of highlighting student experience and enhancing learning, teaching, assessment and academic integrity using technology, in 2011 she was granted Fellow status of the UK Higher Education Academy. Chew is the project leader of internationally funded technology enhanced learning and assessment projects and has published research outcomes in book chapters, indexed journal articles and international conferences. She is also an active reviewer for ISI-indexed journals and academic conferences with particular interest on plagiarism, wearable technologies, blended learning, online assessment and feedback.

Research and teaching interests: Wearable Technology, Mobile Apps Development, Online assessment and feedback, Technology Enhanced Learning, teaching and assessment, blended learning.


Jorge Joel Reyes-Mendez, Universidad Autonoma Metropolitana, Mexico

For over 30 years I have been teaching using an educational model called Sistema Modular, similar to a project based model, which integrates teaching, research and service to communities. This model encourages students to act with honesty and integrity in their studies and promotes the importance of appropriate citation and attribution of sources. I have a Doctorate in Education from the Université de Montréal (PhD), where my thesis topic was collaborative groups and strategies in teaching biochemistry. I also have a Masters in Education from the Faculty of Arts and Philosophy of the National University of Mexico (UNAM) and an undergraduate degree from the Faculty of Sciences of UNAM. I currently serve as full time Professor linked to the area of Basic Sciences, Department of Health Care of the Autonomous Metropolitan University Xochimilco (UAM-X). I am also an educational advisor in coordinating continuing education at my institution (UAM-Xochimilco). I have participated as as speaker in almost 100 national and international specialised events on topics related to nutrition, science education, selected topics of biology and biochemistry, computer science, education and educational technology. Additionally I have taught 15 invited lectures on the development of research skills and tools to avoid plagiarism, including two courses on cyberplagiarism.

Research & teaching interests: My main research interest is in developing investigation skills oriented to the biological sciences, and virtual education.


Patris van Boxel, Leiden University, Leiden, The Netherlands

I am based at the faculty of Social and Behavioural Sciences at the University of Leiden. I am head of the Educational Technology Support unit which provides teachers and other faculty members with support, training and advice regarding the use of technology in their learning and research practice.

I consider it important to inspire teachers with good teaching practices and team educational innovation where possible with an evidence-based research approach which takes into account the learning outcomes, student achievement and student satisfaction of innovative practices. This also applies to the effective integration of Turnitin in our curricula. Previous research I have done in this area (whilst based at the VU University in Amsterdam) was published as part of the Dutch SCALA project (Scaffolding Assessment for Learning), including this case study on the effects of digitalising feedback on teachers’ time investment and the quality of their feedback.

Research & teaching interests: Using technology to enhance learning, teaching and research practice.


Stella-Maris I Orim, Coventry University, UK & Nigeria

Stella-Maris I Orim (PhD, MSc, MCM, BEng, PMBCS, FHEA) is a lecturer in Information Systems in Coventry University. She completed her undergraduate studies in computer engineering at the Enugu State University of Nigeria. She then went on to carry out a Masters study in Internet Computing and Network Security at Loughborough University, UK. Following six years of working in a Telecommunication regulatory Organisation (Nigerian Communications Commission - NCC), she undertook further Masters study in Operational Telecommunication Management (Master of Communication Management -MCM) at Coventry University also in the UK.

During this time she got involved with the EU funded Impact of Policies for Plagiarism in Higher Education across Europe (IPPHEAE) project as a researcher. Following her involvement with the project and reflection on her past study experiences she developed an interest in researching into student plagiarism in Nigeria. While carrying out her doctoral study, she utilised her knowledge of cultural issues surrounding plagiarism; previous study experiences both in Nigeria and the UK, involvement in the IPPHEAE project, and data collected from the students, lecturers and management staff of some Nigerian Universities. With these, she has developed a student plagiarism mitigation framework that can be used across the Nigerian universities as a consistent approach to the mitigation of student plagiarism.

Research & teaching interests: Teaching interests include Research and Study Skills (Masters), Information Systems, Project Management. Research interests include: Achievement of originality in assessed work, Technology-aided assessment and learning enhancement, academic integrity, student plagiarism and African universities.

South Korea

Dr Woojin Paik, Konkuk University, South Korea

Woojin's academic interests stem from his PhD work in Information Transfer. After developing various information systems such as patent information retrieval, knowledge management, and customer relationship management systems whilst working for software development companies, he became a computer science faculty member at the University of Massachusetts, Boston, US, then Konkuk University, Glocal Campus in South Korea. As a professor at Konkuk University, he also worked as Director of the Center for Teaching & Learning & Computing Service as well as a librarian. During this time, he introduced a Moodle learning management system to the university and also Turnitin after realising the significance of plagiarism in undergraduate education. In addition, Woojin has been working to incorporate an iThenticate-like academic integrity checking system as a core functionality of the university libraries.

Research & teaching interests: Woojin's research interests are educational engineering, information retrieval, natural language processing, human computer interaction, physical computing, and customer relation management. His teaching interests are in most of the areas in information and computer science.

Dr Jeong-Wook Seo, Seoul National University, South Korea

Dr Jeong-Wook Seo is a Professor of Pathology at the Seoul National University College of Medicine, South Korea. Specialising in professional library services and research, previously he worked as Director of Seoul National University Medical Library. Bibliometric analysis on research papers, plagiarism analysis, open access and customised library services are his main areas of interest. He is chairperson of the journal selection committee of the Western Pacific Region Index Medicus (WPRIM) project which is a regional activity of the Global Health Library of the World Health Organisation. He is one of founding members of the Asia Pacific Association of Medical Journal Editors (APAME), and is chairperson of the information technology and library committee of the association. He led the digital library project of his university and the electronic medical records project of his university hospital 00-2005. He is also a pathologist specialising in the pathology of congenital and adult heart diseases and completed MD and PhD degrees at Seoul National University and holds postdoctoral fellowships at the University of London and the University of Pittsburgh.

Research & teaching interests: Pathology, open access, bibliometric analysis, plagiarism, customised library service.


Kun-Huang Huarng, Feng Chia University (FCU), Taiwan

Kun-Huang Huarng's research interests include electronic commerce and business intelligence. He was Chief Librarian at FCU from 2006-2012 and at Chaoyang University of Technology from 1996-2000. As a senior professor in teaching, a veteran in library services, and an experienced editorial member of many international academic journals, he understands the importance of the originality of academic work, including student reports, theses, dissertations, and journal papers. Plagiarism may arise from intentional and/or unintentional motives, hence it is critical for the academic institutions to reinforce the concepts of, as well as the actions behind, plagiarism prevention. While at FCU, he has lifted the objective of the university library from a learning centre to a knowledge creation hub, making plagiarism a very critical issue. He was instrumental in introducing Turnitin to FCU in order to tackle this. It was the first university in Taiwan to adopt the software, and Professor Huarng remains committed to developing policies and practices for addressing plagiarism in his country.

United Arab Emirates

Radhika Iyer-O'Sullivan, Independent Specialist in Teaching, Training, Learning & Development, United Arab Emirates

My professional experiences include teaching English as a Second Language, English as a Foreign Language, English for Academic Purposes, teacher training and mentoring at tertiary level in Malaysia and the UAE. I have also developed curriculum and resources for provision of academic support to postgraduate students; recently, this has encompassed development of e-learning resources too. I have also been actively involved in developing and improving university-wide policies and procedures dealing with academic integrity and academic honesty, and training and professional development of both academic and administrative staff in higher education institutions.

Research & teaching interests: My research interests include cultural impact and previous educational experiences on student attitudes to academic reading and writing, development of teaching strategies towards deterring plagiarism, and teacher development within the contexts of ESL, EFL and EAP.

United Kingdom

Jude Carroll, Independent Consultant, UK

Since 2000, I have been working with student plagiarism in all its glory (defining it, ensuring students know what and how to avoid, redesigning assessment, ensuring policies and procedures are fit for purpose, researching its significance, publishing etc). I previously did this work as part of my Principal Lectureship role at Oxford Brookes University and since leaving there in 2011, I have continued in my own right. I have written three books on student plagiarism: one a handbook (2007), one a co-written guide for students (2009) and one co-written with a Swedish colleague which targets Engineering students. I have written 20+ articles and book chapters relevant to the issue - something which can be a challenge given the subject matter and the need not to pass off previous work as novel. But new aspects do keep emerging. I have run and continue to run workshops (more than 1000 so far and counting); I offer consultancy, and write guides for practice on student plagiarism. My keenest interest at the moment is finding ways to integrate my two areas of interest: effective teaching of international students and work in plagiarism and working to counter the lazy assumption that the two are inherently connected in negative ways and instead, to promote ways of seeing the issues as complex and resolvable.

Research & teaching interests: Two key areas: deterring students from plagiarism and effective teaching strategies for working with culturally and linguistically diverse students (what are often called 'international' students). I also am interested in developing tertiary teachers' skills generally. I have a growing commitment to the importance and power of using programme-level design strategies.

Dr Erica Morris, Anglia Ruskin University, UK

Dr Erica Morris is the Deputy Head of Anglia Learning and Teaching at Anglia Ruskin University, and a Principal Fellow of the Higher Education Academy (HEA), UK. Erica is a member of the Editorial Board for the International Journal of Educational Integrity, the Section Editor (Academic Integrity Policy and Practice) for the Handbook of Academic Integrity to be published by Springer in 2015, and a member of the International Advisory Board for Erica worked at the HEA as a Consultant in Academic Practice, and was the Academic Lead for Assessment and Feedback within Leadership and Strategy at the HEA (2011-14). As a Senior Adviser for Quality Enhancement and Assessment, Erica led the Academy JISC Academic Integrity Service (2009-11). Previously at the Open University, Erica led a variety of initiatives and developments for staff and students in Teaching and Learning Support. In the Institute of Educational Technology, her research focused on student learning of research methods and statistics, and the evaluation of learning technologies. Erica gained her PhD in Educational Technology, has a MSc in Knowledge-based Systems, and a BA (Hons.) in Developmental Psychology.

Research & teaching interests: Assessment in higher education, research in academic integrity, student learning, technology-enhanced learning.

Dr Mike Reddy, University of South Wales, UK

Dr. Mike Reddy has studied and worked at several universities, including Durham, Leeds, and Manchester, and is now Course Tutor for Games and Future Technology at the University of South Wales, where he sits on the Academic Integrity Working Group. He claims to be "an awful academic, far more interested in the playing and the doing of life than the writing and reviewing" and perhaps for that reason has been instrumental in raising debate over 21st century pedagogy and teaching practices in the UK, reprioritising learning and reminding us that education is something you do for/with students, not at them.

Mike has been actively involved with since before it was created, having sat on the JISC steering committee since 2000, overseeing the pilot and tendering process, and the JISC Plagiarism Advisory Service becoming a self-funding entity in 2007. He is now a member of the independent expert advisory board for TurnitinUK, since its creation in 2010. During the last decade Dr. Reddy has been consulted as an expert witness on issues of plagiarism and academic integrity at the student and staff level, in the US, Romania and across the UK; most recently in a case for the GMC’s MPTS, which handles Fitness to Practice Complaints. He is an advocate of novel forms of assessment as a way to make use, rather than abuse, of the advent of the Internet and related technologies.

Research & teaching interests: Plagiarism, games, social effects of technology.

Stephen Gow, University of York, UK & China

During my MA in History at the University of Aberdeen, I specialised in the emergence of modern science and the history of Scotland’s role in the British Empire, before working as an archivist and librarian. Eventually, I ended up studying Chinese at the prestigious Fudan University in Shanghai. While studying Chinese, I supplemented my income teaching English conversation to Chinese researchers preparing for the International English Language Testing System (IELTS). While simultaneously working as a teacher and studying in a Chinese university, I noticed distinct differences in educational approach. The combination of professional curiosity and my historical research background led me to research into the history of Chinese education and China's interaction with the West. I completed a Certificate in Teaching English to Speakers of Other Languages (CELTA) in order to gain an English teaching job and extend my stay in China and learn more.

Teaching at the University of Shanghai, I continued my research and grew fascinated with the stereotype of the Chinese plagiarist. I investigated this phenomenon, working with Chinese and international colleagues and delivered lectures on the topic. My research expanded, and I was also privileged to teach at Tsiunghua University, which included a course on academic integrity in the research essay writing process for researchers preparing to study abroad. Eventually I undertook a part-time Research Masters in Educational and Social Research at the Institute of Education (London) while teaching in China and then for the British Council in Cairo. I started my PhD at the University of York in 2012 and became the Academic Integrity Resource Manager there in 2014.

In my current role as Academic Integrity Resources Manager, I deliver, develop and maintain a suite of integrity resources. This includes specialised referencing workshops formative and summative Turnitin training (for students and staff), research integrity and ethics (for PhD students and early career researchers), and integrity in the academic writing process. I am responsible for the University of York's compulsory online Academic Integrity Tutorial and am also the project leader for the University's new online Research Integrity Tutorial, aimed at postgraduate research students.

Teaching & research interests: My main research interest is in the comparison of educational cultures between the UK and China within the context of academic integrity. There are two levels of focus in my research: the first on the level of the individual, looking at how Chinese students adapt to studying in the UK (particularly at Masters level) and also how Chinese graduates from UK institutions act as a cultural bridge for academic integrity and research-based essay writing practices when they return to roles in Chinese higher education. The second level relates to the effects of China's economic rise and educational policy on integrity in international higher education. Vast numbers of students studying abroad, the proliferation of publications and international research partnerships are all indicative of China's growing influence in the sector. This has been a significant factor in the emergence of the discourse on academic and research integrity.

United States of America

Dr Teresa (Teddi) Fishman, International Center for Academic Integrity, USA

Teddi Fishman directs the International Center for Academic Integrity, a global consortium of individuals and institutions committed to authenticity, accountability, and integrity in education. She holds M. A. degrees in both Professional Communication and English and a Ph.D. Rhetoric and Composition (Purdue University, 2002.) Before working in academia, Teddi was a police officer, giving her a unique perspective on “policing the academy.” She hopes that her work in Academic Integrity contributes to the ongoing project of making education a truly transformative process so as to prepare students for the challenging work of creating a more just, sustainable, and peaceful world.

Research & teaching interests: Teddi’s research is diverse and interdisciplinary, including topics ranging from the rhetoric of police writing to identity issues in online environments and the teaching of multi-media literacy. A current focus of her work is rearticulating “plagiarism” in terms of its elements in order to make it a more useful and accessible concept. Her research has been published in equally diverse publications ranging from the online journal Kairos to The Journal of Managerial Accounting.


Dr Loc Pham Quoc, Hoa Sen University, Vietnam

I am Dean of the Faculty of Languages and Cultural Studies at Hoa Sen University and am responsible for the quality of all training programs within the faculty. Students' work in the faculty involves a high volume of writing; term papers, reports, and theses and I recognise that plagiarism has become a serious problem that undermines all learning outcomes. I am therefore determined to fight plagiarism. I'm President of FACE (For A Clean Education). FACE aims to create a corruption free educational environment at Hoa Sen University and throughout higher education institutions in Vietnam. Addressing plagiarism is one of the objectives of this academic year, and FACE was recently awarded a grant from Transparency International to organise several awareness-raising activities on academic integrity. I'm also a member of a research team that investigates students' perception of plagiarism and the factors that influence this behaviour. During the past two years, I have been an active leader in developing strategies for improving academic integrity at Hoa Sen University, the culmination of which is the purchase of Turnitin, and issuing the Hoa Sen Academic Integrity Policy, along with several training sessions on the subject for students and faculty members campus-wide. I have convinced my colleagues and the Board of Directors that the fight against plagiarism in Vietnam must take place at different levels: at the technical level, with the application of Turnitin; at the awareness level with community-based activities that engage students from different universities; at the policy level; and at the capacity-building level where training in writing and citation is provided.

Research & teaching interests: American literature, culture and society, gender studies, translation theories and practice.

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