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This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a different extent. The relationship to the ethical issue of plagiarism is related to the subject's engagement in these communities. The article examines the way teachers deal with plagiarism from the point of view of work engagement and work-related wellbeing. In particular, we analyse job demands created by episodes of dealing with plagiarism as well as job resources teachers possess that aid them in coping with these demands. We used thematic analysis of semi-structured interviews of teachers in two universities. Our results show that the demands fall on five thematic categories: 1. rupture in the personal pedagogical relationship, 2. challenge on the supervisory 'gatekeeping' responsibility; 3. a breach of the 'everyday normality'; 4. ambivalence in explaining plagiarism and 5. the strain of performing the act of accusation. A key job demand in dealing with plagiarism is that teachers must balance both rule-ethical and care-ethical orientations in their reactions and actions. The resources teachers draw upon when dealing with these demands are: 1) dialogue and reflection in collegial dialogue 2) support from superiors and administration 3) shared protocols, procedures and plagiarism detection software. Our analysis shows that there are various demands that make dealing with plagiarism a strenuous task, but university environments also provide teachers with resources to cope with them. [ABSTRACT FROM AUTHOR]

Academic supervision of PhD dissertations and master's theses has traditionally been conceptualised as the pedagogy of the dyadic relationship between master and apprentice. Recently, researchers have argued for a more systemic approach. Yet, many communities lack practices for sharing the pedagogical responsibility of supervision. Consequently, individual teachers face the challenges of supervision alone. We have been involved in university pedagogical training where these challenges are explored. Data consist of 44 academics' learning tasks, from which we analysed to what extent and how supervision is interpreted as a social activity, and what kind of cultural elements appear in the teachers' discourses. We adopted the sociocultural approach to discourse analysis and treat the academics' experiences as reflections of their wider culture.A traditional supervisory discoursepervaded much of the challenges we identified in the academics' descriptions; however, there was also evidence of an aspiringprocess-orientated dialogical supervision discourse. [ABSTRACT FROM PUBLISHER]

The article analyzes student-initiated advice sequences in Finnish master's thesis supervision, encounters where teachers and students discuss students' ongoing thesis work. Drawing from prior conversation analytic research on advice giving, advice is analyzed here as a problem-solving activity. The article presents two questioning formats used by students. Format I, less frequent, invokes a clear lack of knowledge or competence in a relevant thesis task. Through open-ended question elements and various other design features, these questions constitute a clear plea for help. They also tend to be successful in eliciting extensive advice and help from teachers. Format II, clearly more frequently used in the data, presents checks and proposals and thereby suggests potential solutions to potential problems in the thesis. Polar question or statement formats are used. These questions receive advice in the form of expansions: In addition to the minimal confirmation or disconfirmation, the teachers provide grounds and accounts for their responses. The article demonstrates that responding to student questions is a central pedagogical activity in supervision. In addition, the study shows that in their responding activities, teachers not only orient to the problem-solving task (remedy) but also to estimating the usefulness of the student's problem (relevance). The article discusses these results in terms of their pedagogical relevance and their contribution to the research on advice giving, especially in connection to institutional settings where advisees' autonomy and self-directedness need to be balanced with advice givers' expert perspectives. [ABSTRACT FROM AUTHOR]