custom assignment writing services uk

custom assignment writing services uk

Exploring the Ethical Implications of Custom Assignment Writing Services in the UK

1. Introduction to Custom Assignment Writing Services

At its most basic level, a custom assignment writing service involves a company or a group of individuals who commit to producing a bespoke piece of work for a student customer. Sometimes using a pen name or code word to ensure communication remains confidential, and usually through an online platform, the student sends information about the assignment – including details about the topic, assignment brief, and the required format for the task – and any additional resources that the writer should consider. An individual writer, or a team if the workload is collaborative, then prepares the work according to the specifications outlined by the student. This often takes between two days and two weeks, and the student is given an opportunity to review the work; some companies allow for unlimited revisions. The student is guaranteed a grade, often either exceeding their guaranteed pass mark or a first, with a refund available if the conditions are not fulfilled.

The practice of fee-charging academic writing is controversial and is met with hostility within many educational contexts. This report seeks to understand the ethical implications of such a practice in the UK, particularly focusing on written assignments or essays for tertiary education. The focus is on the UK higher education sector as this is the home territory of the individuals who contributed to this research, and the field of English as a discipline emphasizes close attention to cultural specificity and context. Moreover, much of the literature and commentary surrounding the practice is tied to a UK-based context.

2. Ethical Considerations in Academic Writing

At its core, academic writing is meant to show what a student has learned and assess their understanding of a subject. In essence, the copying of a whole solution directly challenges not only the foundation of academic writing but also the purpose of assignments. The academic community, including students, educators, support staff, and policymakers, needs to address this issue. However, they need greater empathy, understanding, and insight into the motivations of each stakeholder.

A popular ethical paradigm that holds much weight for educators in their decision-making is deontology. This theory, laid out by many, such as Kant, claims that acts are intrinsically right or wrong. Returning to our original question, it is often expected that assignments will be completed independently for this very reason, regardless of the motivations behind purchasing a custom assignment solution. A problem arises due to the fact that students purchasing the services might not have any internal intentions of harming others, thus changing the ethical implications of their actions. The same applies to the educators, too. Those in the management position could hold the norm of equity very close to their hearts.

Writing for custom assignment companies goes beyond the right and wrong of using or providing the service. Of course, the choice of using or providing such a service is not only a purely moral question, it is also defined by consumers’ rationales and the motivations of individuals employed within the firms. For educators, there are certainly benchmarking and instructional benefits. If educators have access to accurate, albeit contractually facilitated, information based on academic conventions, this information is capable of informing their teaching and enlightening aspects of their curriculum that the students find challenging.

3. Regulatory Framework and Legal Implications

In the UK, a number of laws, along with institutional policies, dictate academic integrity and the quality of education. Therefore, the ability to understand, construct, and implement laws, as well as institutional policies, is a crucial part of determining the ethicality of UK-based custom assignment writing services. British and European parliaments have enacted a number of laws that govern academic integrity, freedom of speech, human rights, and writing assistance. For example, the Consumer Protection from Unfair Trading Regulations 2008 and the Education Reform Act 1988 encompass laws related to the provision of writing assistance. Institutional policies typically include regulations governing academic processes, such as assessments, plagiarism, and integrity. They often also guide the ethical and legal provision of writing assistance.

Laws dictate the responsibilities of various stakeholder groups within the UK’s regulatory and legal environments. Many stakeholders have a level of responsibility under laws and an obligation to ensure parity for all students. For example, the UKVI has an obligation to ensure those on student visas adhere to their study conditions. Academic institutions ensure the delivery of high-quality education. UK universities are regulated by a number of bodies such as the Quality Assurance Agency (QAA) and the Office for Students (OfS). The QAA conducts audits, reviews, and reports to ensure respect for academic standards and quality – ultimately working to secure the UK’s worldwide reputation. Conversely, professional bodies ensure the quality of skills and knowledge in particular occupations. Additionally, they often assess the quality of qualifications and provide support and development for members. Academic bodies and statutory regulators, like the General Pharmaceutical Council (GPhC), regulate the knowledge and skills of healthcare professionals and offer continuous learning and professional development post-qualification. Academic integrity is premised on a series of values, rights, and laws. Academic ethics are bound by legal mandates: for example, the European Convention on Human Rights (ECHR) was enshrined in UK law through the Human Rights Act 1998 and dictates freedom of expression. Indeed, academic freedom is not absolute and often intersects with other rights. However, it is recognised as a provision that should not be breached. Universities make education freely available and accessible to all. As such, many have legally bound themselves to encourage and ensure the inclusion and equal opportunity of people from all groups in society. For instance, under the Equality Act 2010, educational institutions have the power to take appropriate measures to safeguard disabled persons from being discriminated against. Academic freedom is recognised in Article 2 of Protocol 1 (Right to Education) in ECHR as well in the European Code of Conduct for Research Integrity and is prescribed in the UKRI statement on research integrity.

4. Impact on Educational Integrity and Quality of Learning

The ethical implications of custom assignment writing services in the UK are far-reaching and complex as they engage with numerous facets of the academic mission. Most fundamentally, these services impact upon students’ academic development, educational integrity, and the quality of assessment. They also raise questions about quality assurance and state and institutional regulation. This article attempts to critically assess publicly available information about custom assignment writing services and, needless to say, black market services are not very keen to divulge specific information. Contrasting the attitudes of some university staff, the commentary on these services among students tends towards ambivalence or disapproval. Interviewed students see unethical and unfair elements in such practices, yet they are aware that these services are an easy and convenient option when workloads are excessive. This is notwithstanding the fact that essay writing mills are essentially engaged in fraud. However, this article argues that the establishment and accreditation of custom assignment writing services is far from ‘straightforward’. It is argued that assignment services erode the deep-seated values associated with university education and the production of “reflective scholars”.

Academic research has generally been preoccupied with the unethical student rather than the unethical teacher. The problems posed to educators and administrators are many. The account of one ex-essay-company employee suggests that the company’s service upsets the more deserving students by denying them access to the human resources they need for their professional development. Firstly, it is unethical because it amounts to plagiarism; and, interviewing a number of first year law co-respondents, one student retorted angrily to get her point home, “It undermines academic integrity if people buy coursework”. Moreover, the services also target “employers who are looking for employees who have qualifications or training” in order to manipulate the odds during the selection procedure. Basically, the function of the service is to outsmart the likely employer. Enforcement has a legitimate interest in custom-written essays because “it is to protect the qualifications of the majority of the students… the integrity of university qualifications, not to be dumbed down so that people can in effect buy a ticket for an award. It is to protect the value of the qualification for the people who have worked hard for it, where their award is going to be seen as less valuable”. Of critical importance when considering the extreme measures that universities may wish to consider in a bid to rescind these services is the potential erosion of educational integrity. Such steps could themselves signal an admission of academic defeat, undermining students’ trust and confidence in their general educational environment. In conclusion, when making assessments of any moral issue, education institutions must remember that their decision, and make statements indicating an underlying ethical position and, for the institutions in general, commitment to professional ideas as defined by the accreditation of their role within the network of educational values.

5. Conclusion and Recommendations for Academic Institutions

The central focus of this study has been to explore ethical concerns associated with custom assignment writing services. We have explored conflicted legal jurisdictions and considered the responsibilities of both academic institutions as well as students purchasing such services. Students need academic assessment that is fair and relevant to their learning – which can be undermined by some current commercial practices. This research concludes that there are substandard practices in operation, and in turn raises further ethical and educational concerns. Unfortunately, however, as most of the websites described themselves as being based in the UK, obtaining information regarding ownership and governance structures is problematic – this should be made transparent and easily accessible to students and staff at Higher Education Institutions. There is no simple solution to these challenges.

To promote academic integrity online, this research suggests that academic institutions could consider developing relevant, context-specific training and a proactive approach. Such a proactive stance could usefully outline expectations of those who engage with more complex delivery of academic work. By demonstrating commitment to a diverse range of values, ethical principles and professional standards underpinning judgments about academic misconduct and quality learning, academic integrity and ethical scholarship will be supported within a dynamic and global environment. Emphasising community and belonging amongst academics and students will foster an inclusive and supportive learning environment, enabling students to excel in their higher education studies by cultivating key graduate attributes and ethical principles.