buy assignment online in uk

buy assignment online in uk

The Impact and Implications of Buying Assignments Online in the UK

1. Introduction to the Phenomenon of Buying Assignments Online

Academic integrity indicates that a student has satisfied all coursework expectations by fairly representing the range of resources consulted as well as personal effort. The acquisition of useless pieces of paper means that the student is no more qualified than when they started, thus undermining institutional credibility. The websites themselves prohibit the buyer from utilizing whatever they have received in any form of assessment, and they explicitly discourage academic dishonesty on their websites. Assignments purchased from online assignment services are bespoke essays that have not been submitted as official coursework before. In various stages of work, from GCSE to Ph.D., many students require guidance when producing unique pieces of work. The owners of the websites offering these services are not breaking the law. However, the patronizing of essay providers by universities contravenes the 2006 Fraud Act, which indicates a fraud if someone gains advantage by false representation with the intention to cause loss or acquire property. This essay will discuss the prevalence of students purchasing assignments and the policy implications for Higher Education institutions in the UK.

Many students and professionals purchase coursework by placing their trust in the expertise of online assignment help services. Such websites advertise their “professional” assistance to students seeking coursework or assignment solutions in the UK, regardless of the academic level. The motives for resorting to such dishonest tactics by commissioning others to conduct work on behalf of the student tend to be rooted in a drive for satisfactory marks on which to capitalize. Some students work long hours or raise children whilst attending school, and others have legitimate learning disabilities. But among the majority, it is because they have not engaged with the course materials, resulting in an inability to provide satisfactory responses or properly learn them.

2. Ethical and Academic Integrity Considerations

When students have encountered prewritten assignments during their attempts to commission another’s writing, they almost never reveal their discovery to their peers or, in instances where their tutor had requested to see a draft, their tutor. The tutors with whom I have discussed this practice consistently opine that such an encounter would undermine their trust in individual students. Therefore, my work takes this secretive method of purchasing academic writing, undertaken in the UK solely online and to the depreciative point where bespoke thesis and scholarly article contracts are prepared before students buy them, to be seriously embroiled with the following four ethical matters: 1/ the personal/directed development of students; 2/ the maintenance of academic integrity; 3/ a university’s reputation; and 4/ wider ethical and professional interests, including the obvious ghostwriting problem. This susceptible subject matter could indicate that charting prewritten assignment recognition and trading in the findings below is but a particularly subterranean aspect of this, and indeed other pay-per developments.

When asked about the reasons for commissioning academic work, the most common three answers given by survey respondents related to providing help, needing more time, and avoiding panic in light of time and capacity pressures. More responses from the 2017 figures could be categorized as serving student self-interest: the 8% who gave a ‘good results’-focused answer, and the 6% who said they lacked understanding of an assignment’s subject matter. Some ethical considerations therefore apply immediately and uncontrovertibly to all pay-per contract cheating behaviors. Coming from these premises, this contribution examines an emerging form of contract cheating: the purchase of prewritten assignments in the polycontextual UK. In contrast to predominantly economic-focused research, this contribution sheds light on other – at times personal and directly educational – motives behind this student choice. This is usually cast as ‘purchases’ of completed individual writing assignments, often the purchaser’s academic coursework. Rather than clocking up a mechanical total of the individual incidents mentioned by research participants who list it among a range of ways they buy in, I discover it to be academically influential and emotionally complex. Paying to access a prewritten assignment in the UK is the slyest type of contact cheating, and the one that speaks most to students’ development and their educational experiences.

3. Legal Implications and Consequences in the UK

Thus far, there is no case or precedent of charges or imprisonment specifically for engaging in contract cheating or the use of essay mills in the UK. However, striking an agreement for the unauthorized exercise of an educational assignment is an act vastly prohibited by the Fraud Act (2006). The legislation informed by the act sets defenses and the consequences for fraud and forgery. Furthermore, it is likely that the social and economic consequences will be deterrent enough for prospective customers not to engage in purchasing academic assignments online.

Within the UK, it is illegal and punishable by criminal conviction to engage in and provide services for academic misconduct, according to Section 4 of the Fraud Act 2006. Contract cheating, which is the process of hiring an “academic ghost-writing” service to submit work under the buyer’s name, falls under the legislative definition of fraud and is therefore prohibited. This requirement has been consistently upheld and enforced across the UK, with solutions being implemented at the sectoral, policy, and societal level. The consequences for those who buy, sell, and provide assistance in writing assignments for higher education in England can be dire, resulting in punishment including a prison sentence of up to two years, a fine, or both.

4. Quality Assurance and Risks Associated with Purchased Assignments

Beyond a guarantee (or an insurance policy) for the quality of work, students who would be submitting a purchased assignment are also at risk of receiving substandard work. They might also receive a recycled assignment or a plagiarized document. Furthermore, purchasing an assignment could represent a higher cost than re-sitting the module and achieving the mark and quality from one’s own effort. As plagiarism detection software is becoming ever more sophisticated, it is not merely direct and incomplete copying that is of concern; it is the development of the student and the originality of their thought that must also be considered. If an assignment has been custom-made for an individual’s instructions, the bought paper may well be a closer match to the pupil’s other work. It becomes a question of authenticity – an issue that may be difficult to assess and verify.

Risks including plagiarism:

While it is recognized that some institutions likely provide a quality service, overall experiences in the market indicate a greater proportion of abuse. There are websites now allowing students to buy, sell or swap past assessments, specifically from universities. Given the ability of sellers to purchase authentic items directly from their institution’s courses, it is difficult to ascertain what measures can be introduced to safeguard against uniquely-tailored assessments. While it can be queried whether buyers would risk their academic career in order to sell these on, this possibility exists. Finally, there is a pedagogical aspect to consider: if genuine and unique educational material is valuable, then the commercial use of this material means it has potentially been entered into a system in which its value is compromised – rather like pass-the-parcel with a toy, labeled with a simple crossword.

The quality of purchased assignments:

4. Quality Assurance and Risks

5. Recommendations and Best Practices for Students and Institutions

Institutions can design assignments to make it more difficult to buy them, with the use of original data, critical thinking, and personal reflection. They should also be able to detect custom assignments that are inappropriately labelled by scanning them. This section will offer guidance on design principles for assigning coursework or designing examinations in order to ensure that students are constructing knowledge rather than copying answers. By fixing assignments and making it clear to students what the key principles are, the assignment construction process becomes clearer and more transparent. It is also possible to use the task as an educational resource by focusing on the design of real-world critical thinking and synthesizing abilities. The most important factor in buying is reputation and word of mouth. Reputation is closely linked to being friendly, communicating with students openly, and responding to requests in a straightforward manner.

As selling assignments to students is legal in the UK, it is difficult to directly prevent the activity. Instead, researchers have looked at potential markers of students who buy assignments. With many students from abroad, it’s important for them to understand the rules and expectations at British institutions. This section therefore provides some tips for students to ensure that they do not break any rules when working with a third party. The section will also cover how employees at universities can support their students in understanding the work that they receive.