In this presentation, preliminary findings from a study investigating nurse educators’ experiences of reading and noticing instances of academic cheating, including ‘ghost-writing’ and intentional copying, are shared. What is it like to be reading assignments and then to come across one in which an apparition appears – visible but not quite in focus, no tangible evidence but a very real experience which stays with the viewer - sometimes haunting them afterward? How can you tackle such an apparition?
Intentional cheating in written assignments is common. In a recent One news investigation, one informant estimated that up to half of international students pay to have assignments written by others. Some students also present work containing deliberately copied text from other students or sources, submitted as their own writing.
Responding to the conference call for ‘People, purpose, practice, place’, this presentation focuses upon the people - nurse educators - noticing the assignments. Early findings from the study indicate a variety of experiences and responses, which may resonate with other academics. This, in turn, is intended to give voice to educators contributing to the continuing discussion regarding the noticing of and response to suspected ghost-writing and intentional copying. The pressure upon academics to eradicate and prevent academic dishonesty is noted by participants as they regard the Ministry of Education’s calls for institutions to do more to prevent cheating.