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Browsing Journal Articles by Author "Cronje, Franci"

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    Research design and research paradigms should be led by research questions: a mixed method approach.
    (2014) Cronje, Franci
    This paper will motivate the stance that research should be situated within a particular paradigm of thinking to avoid such an inquiry to remain on a non-academic technical level. It is, however, argued that although researchers should be familiar with arguments originating from the various paradigmatic stances, that paradigms and philosophies should not lead the initial enquiry but should rather inform results obtained. Plainly stated, research should not be steered by a chosen paradigm. Plowright (2011) successfully argues that the implementation of a paradigm should only come into play with the interpretation of results and should not steer the direction that the research might take. A paradigm should rather be employed to explain, to act as a lens for understanding, to consolidate and synthesise the results that a certain methodology produced.
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    Research integrity: Why is it so difficult to celebrate excellence instead of 'just stealing'.
    (2014) Cronje, Franci
    One of the most challenging issues for students to understand is that plagiarism should be avoided at all costs; furthermore, that the mere avoidance of plagiarising is not furthering the cause of academic enquiry. The quest needs to be to acquire the skill of referencing and synthesising arguments that would prove not only respect to the original creator of intellectual property, but also the ability to use a body of knowledge in order to create new insights. Therefore, adding any value to your argument not only means that one should not steal other people’s intellectual property, but that the academic argument relies on referring and building one’s own search on researching and strengthening a view with the solid foundation of expert opinion. Although the aspect of plagiarism in academic research seems to be the first, most prominent issue surfacing when the subject of research integrity is mentioned, it also seems to be the most pressing, basic hurdle with which the most undergraduate students battle. Why therefore, is plagiarism so prevalent? Might it be that we as current society produce an exponential amount of academic output? I suspect that the aforementioned is but one of the reasons we encounter the prominence of plagiarism not only in postgraduate work, but also in undergraduate production. The fact that digital searches makes it increasingly easier to detect the ‘borrowing of ideas’ and downright copying of text, sound and image, highlights the occurrence of the phenomenon. This paper will consider the basic ground rules of academic integrity with regards to intellectual property and why undergraduate students regularly fall prey to wrong practices. In light of this background, I would then propose a philosophical way forward: A mind shift as to the approach to celebration and acknowledging intellectual property.