term paper writing service gb

term paper writing service gb

Exploring the Impact of Term Paper Writing Services on Academic Integrity and Learning Outcomes

1. Introduction to Term Paper Writing Services

Term paper writing services are commercial websites that cater to university students by producing written assignments for them. Students pay these services to write research papers, essays, theses, book reviews, and other kinds of written work that they are enrolled in a particular course to produce. Academic writing is one of the most significant activities in higher education. Written assignments allow university instructors to assess their students’ learning outcomes, while the quality of the written work can impact a student’s overall standing in a course.

The key stakeholders in the provision and purchase of these services are the doing or commissioning party – the student – and the hiring or receiving party – the educators and the term paper writing companies. Cheating on assignments is nothing new, but an opportunity now exists whereby university students can outsource their assignments or buy pre-written essays, which leads to concerns about academic integrity. Term paper writing services have evolved from relatively small and uncoordinated businesses into highly competitive databases that may provide hundreds or thousands of pre-written assignments. These services are online and have been described as cookie cutter sites – services where there is practically no personal contact between site owner and student – and those which involve a more personal approach.

2. Ethical and Academic Integrity Considerations

While purchased assistance may assist a student to meet a deadline and secure an acceptable grade, it also contributes to the corruption of academic honesty. The use of these services may lead to long-term harmful effects on academic performance and has the potential to limit the acquisition of communication, research, writing, and critical thinking skills that can only be developed with experience. Furthermore, engaged students perpetrate unethical behavior, limiting their potential for advancement in their personal and professional lives. They expose themselves also to disciplinary procedures at their high schools and universities. Honest students incur all of the prior consequences when purchased groups that they are members of fail to meet assignment criteria intended to be accomplished with group collaboration. Although the FIDS data does not assess each individual perception on each of the potential consequences of purchased help, it can be concluded, in a broad-brush manner, that many students believe that it is ethically wrong to facilitate the use of term paper writing services by the provision of these services.

Educational institutions are obligated to develop responsible citizens that embody principles and values that promote ethical behavior. It is generally expected that our educational institutions will actively be engaged in initiatives to strengthen academic integrity at their schools. The evidence is, however, that colleges and universities are struggling to provide meaningful and successful leadership in promoting academic integrity among their constituents. In many instances, educators are not forthcoming with information about purchased help, perhaps due to conflicts of interest. Whether information is kept secret or not is dependent on an educator’s beliefs regarding the ethical issues that surround the use of academic cheating. There are holdouts in the academic community that believe that if the purchased services are ethical or contribute to the strength of individual submissions, they should be encouraged. Others believe that such services are unethical, can contribute to less than reliable information contained within specific academic submissions, and increase the prevalence of academic dishonesty. There are also those who are ambivalent to the point of believing the use of these services should not be an institutional priority.

3. Effects on Student Learning and Development

3.1 Critical Thinking and Writing

A prolonged custom paper assignment service could result in some important implications. The direct impact of such services would be on student grades, which could be in a positive or a negative manner. A positive impact comes in the form of improved grades if students use the sample as a means to develop their own critical thinking and writing skills. This is, of course, not unrestrained, and would only be the case if the students have an interest in developing their critical thinking and writing skills through the paper. A negative impact is when students hand over their work as it is and attach their names to it. It generally comes in the form of declining grades, but could also be negative moderators such as the internalization of the ghostwriting process.

3.2 Theoretical and Psychological Development

It is theoretically possible that a student may want to use a term paper service to learn how to write a paper, according to a system that is used by professional writers. The buyer could also use the term paper to adapt to the writing that would be done after the buy, when it would be his own work. This is a legitimate explanation, though the buyer should know that there would be trade-offs inherent to this approach. You may be able to write in the future faster, but you do not build any skills. You should only use a professional writing service for this kind of use without a long-term. Also, this form of service is legal, but not specifically authorized in any case. It is also important for the companies that they pay the revenue taxes among the consumers as almost every deal is PayPal.

4. Regulatory Framework and Recommendations

Fundamentally, the issue of whether and how the phenomenon of term paper writing services should be regulated is both legal and ethical. However, drawing the line between teaching writing or giving feedback and what is problematic is not straightforward, even if minimal legal standards are met. Here, we do not offer a conclusive legal ethical assessment of these services and whether they should be allowed. Such assessments are well beyond the scope of this article. Instead, we opt for the regulatory approach. Once it has been decided that the negative consequences decisively tip the scales (even though we stress that more research is needed to establish causal effects), one might want to consider a regulatory approach that balances free markets, a desirable level of essay writing literacy, and fair competition in academia without significantly impairing purchasing harm reduction.

Policy Intervention The aim of potential policy interventions in this field should be to: (i) Reduce the number of (academic) research frauds and plagiarism, next to (ii) maintain the “cleansing” role of exams. Policies could involve aforementioned initiatives to raise awareness and to some extent buying harm reduction, e.g., through incentives and disincentives for companies. At the same time, it is also important to ensure the existence of expensive – as defined by customer satisfaction – legitimate academic writing services for students with real trouble writing (often ensuring academic integrity). As an overarching approach, collaborations between accreditation organisations and study related bodies from different countries to work together on setting minimum standards and unified reporting could have impact. These standards should include norms on the provision information and the intended use of academic output obtained via the writers. Moreover, partnerships for potential policy development between this group and service suppliers might render the setting of standards more effective. We elaborate on our recommendations below.

5. Conclusion and Future Directions

Conclusion and Future Directions. The aim of the current study was to thoroughly explore the impact of employing term paper writing services, including their link to the key learning outcomes and constructively aligned assessments characteristic of higher education in Australia—and beyond. This inquiry contributes to the rich narrative now available about the appeal and potential influence of these commercial services and demonstrates that their existence is closely connected to the values of the broader society. The employment of term paper writing services, therefore, is not confined to those students who enroll and study at tertiary level in Australia and no doubt resonates internationally. This qualitative data collection and analysis demonstrate that it is not a surprise for students to consider employing these services. However, what is of interest for academic leaders at the unit, program, and institutional level is the extent to which these services are being considered in terms of completing development as a student—although concerningly, these data updates suggest that student orientations to higher education learning are now being reconsidered.

To maintain academic integrity, it is fundamental that a culture of excellence, including student commitment to their intellectual development, is supported. Aspects of this dimension can be prompted by way of a variety of educational development considerations such that, as propose, program leaders might refresh their TEQSA standards and QAA’s guidance embedded in learning resources—reappropriate this so that learning and teaching staff might both design courses and assessments in congruence with, support the development of, and develop the graduate outcomes we say we value. To overcome some of the challenges for program teams provided, for example, embedded in the IFoA approach to delivering their Behavioral Aspects of Decision Making (BAD) course, it is fundamental to develop a curriculum framework that was explicit in rationale, could articulate both intended learning outcomes and the technical and futures skills developed in the course, and create assessments through a constructive alignment. However, we also consider that, to better understand the appeal and potential operational impact of essay and term paper writing services, there is scope for undertaking further inquiry into the operation of these services as viable commercial operations. Just as we need to understand the empathies of students in their university studies, we should also consider from the students’ point of view why they might employ these services—as either continuous or ad hoc support—to interest in them for further study. In the same light, there is an issue emerging in relation to the gig economy: that of precarious workers, attempting to make a living providing ‘gigs’ on potentially exploitative terms, being perceived as a polarizing force or spoiling the market, by alternately freelancing or temping. This dichotomy, resonating as it does with our adjustment in vocational pedagogy, crystallizes the dilemma of our time.