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The Ethics and Consequences of Buying Essays Online: A Critical Examination

1. Introduction to the Practice of Buying Essays Online

Universities, colleges, and other educational institutions operate in a highly competitive and complex market. They must ceaselessly struggle to resist pressures exerted by the college-rankings industry. They require accreditation and high academic standards to attract truly talented students and employers seeking the best-educated and vocationally competent employees. The internet has provided media with which they can compare institutions, and distance learning and online education present new challenges to determine what constitutes a learning environment and the customer experience. The paper we present focuses on just one aspect of this complex multi-dimensional issue: plagiarism and the purchase by students of written essays and other academic materials through web-based businesses. It does not deal with other forms of obtaining an unfair advantage in assessment activities, although this is also a serious issue.

Academic misconduct in the form of plagiarism is widespread. It is generally agreed that students studying in universities, colleges, and other educational institutions are vulnerable and at risk of falling into the practice, particularly when they are under pressure to submit completed assessment tasks. A sophisticated model has emerged that is not easily detected and that constitutes a multibillion-dollar global industry. As educators and custodians of academic integrity grapple with containing instances of plagiarism, we cannot ignore that students are customers who wish to satisfy their often limited and conflicting needs and who set competing priorities. How can learning institutions deal with and challenge this multi-tiered global industry to determine whether changes to their business models might ultimately safeguard the business of education?

2. Ethical Considerations in Academic Integrity and Plagiarism

There is a variety of activities that can be defined with the general term ‘cheating’. For example, failure to reference accurately is an action not involving complex thought on the part of the person performing it, while somebody just farting or belching for distraction is going much further than this and trying to ensure that marks are propped up by unfair means. Other types that spring to mind without detailed reflection include concealing sources and engaging in the direct exchange of answers with peers during summatively-assessed learning. In a paper on students’ collaborative homework efforts using sharing websites, it was discovered that roughly half of the students hand in computer assignments where plagiarism is essentially suggested in being sustained for over 40% of the completion time.

In the present section, ethical considerations regarding aiding or abetting plagiarism and breach of academic integrity are critically evaluated. Complicity when it involves aiding and abetting or, in the worst case, inciting a criminal act are legal concepts. But herein, various issues that fall under ethical considerations will also be critically evaluated. It is important to appreciate conceptual distinctions to avoid confusion and generate a common and agreed language when different stakeholders in higher education are active and make their claims either in favor or against activities. It also helps to examine regulatory matters, overall conditions (whether these are complex or ambiguous), functional positions, or the types of cases being examined.

3. The Impact of Buying Essays on Students’ Learning and Development

When a student engages in a course or seeks help outside the academic mission of having to stick to work, she must do so without access to one of the mechanisms in place to ensure that her choices are based upon genuine opportunity and not coercion perhaps attributable to circumstances created by misuse of the institution’s time or work for purposes other than learning development. She must exercise her evaluative choice alone, in the first sense of that word, that is, with only her purposes in view. She cannot use the law to reject the request, should she wish to because she believes that the time and the effort are more urgently needed elsewhere or that she should face up to the weaknesses holding her back in learning. She must also exercise her evaluative choice alone in a second sense as well. With the law off the table, the work completed will reflect her faithfulness to honest opportunity and commitment. If the institution has a rule against the work, the pattern observed through multiple choices to seek or not to seek help in the run-up to the assisted act may inform the institution that something is amiss with respect to the student’s ability to stand strongly and independently.

This question draws attention to the effect that seeking help may have, independently of whether that help is obtained illegally, in the context of academic policy concerns about letting students “off the work.” Some policies that only or mainly speak to the legal status of work arbitrarily allow a range of noneducational forces to influence the experience of learning. The lack of consistency or coherence among the influences revealed when ethical attention informs policy responses to seeking help may point to limits to the useful operation of the legal rule and, more fundamentally, to the advisability of having a policy but not grounding it in shared justifications for setting an accurate course. Policymakers who articulate and act on justifications positioned carefully with respect to the moral reasons will be more likely to set an accurate educational course, both over time and at stakeholder levels.

4. Regulatory Measures and Solutions to Address the Issue

One of the potential solutions proffered by Callender et al. involves the common use of Turnitin amongst institutions for prospective students, measuring its strength, tightening, and transforming the software into an anti-plagiarism software in order to screen essays presented by students. Quality control systems can be placed for the conduct and monitoring of assessment at all institutions, coupled with the human verification of Turnitin technology. The development of internal procedures with miscellaneous methods of assessment would force students to demonstrate understanding, research, and critical analysis. So, in my view, this will not work. The solution presented by Elgie changes assessment tasks regularly, comparably assessing students’ understanding in order to avoid students paying for essays. However, this view does not concur with the doctrines of stable assessment, which has the rigor of applied practical social responsibility. Coaching students on assignment-solving skills and replenishing moral teaching ethics would help students think logically. Improve students’ intellectual awareness and accountability, which requires immediate university attention for a solution.

There are limited regulations across educational institutions with regards to supervision of students’ academic activities, which provides students the liberty to purchase essays both online and from fellow students. Schools have put regulation measures such as Turnitin (a plagiarism platform), prohibiting the use of phones and only allowing third-year students to access the internet for research purposes. However, I feel these regulations are not effective because students use their internet services to access the essay companies which are scandalous. Teachers do not investigate these samples downloaded by students to verify their authenticity before students are apprehended for academic malpractice. Also, essay factories alter the product before they send it to students to ensure the output is viewed as being generated from a different source, thereby circumventing the use of detection software. Individuals and groups who are affected by the activities of essay facades call for the introduction of potential regulatory, institutional, and industry solutions to address the problem. However, the proposed recommendations are viewed as a significant step forward in addressing the issue of circumventing assessment systems.

5. Conclusion: Encouraging Academic Integrity and Ethical Writing Practices

The problems with cheating and the custom essay-writing industry are lethal to our obligation to foster an independent, honest, and intellectual understanding of the written word. When we use writing assignments as a means of detection, by asking increasingly obscure questions, we have abandoned instructional objectives. The popularity of so-called paper mills increases with this approach: The use of their packs, primarily cheat sheets and exam questions, is a strong indicator that teachers have lost faith in their own mission. This report is not about composition skills or writing strategies. Practices that discourage academic dishonesty, which have to do with our sense that the integrity of scholarship is more important than our sense of self-preservation, are important. They will encourage more students to submit original work for assessment, a worthy goal if we believe in their capability to learn. But we need to motivate students to do original thinking in the first place. Students who do not pose the research question themselves and approach the research with “what cognitive scientists refer to as an engaging sense of curiosity” are sending a message: they understand that understanding the world is a game, where success is demonstrated in the ability to produce right answers, rather than learning something from the research process itself.

More than 60 percent of the educators surveyed believe that taking shortcuts, plagiarism, and the creation of unethical, poorly written products by the custom essay-writing industry have contributed to negative personal learning experiences for their students. But we also need to ask a different question: how many “positive personal learning experiences” can come from the writing of a paper? How much of the negative feeling about the assignment and how much of the stress can be removed by eliminating the paper requirement – by sending students out into the world to dig into a database? Our passion for the power of the term paper exercise lies in its difficulty. We are ethically obligated to extend intellectual engagement opportunities to students, even when they resist taking advantage. Teachers must harness the intellectual rigor and the character-building aspect of assigning term papers. But, the custom essay-writing industry will not kill it, only subverts it, as we have discovered.