To: Professor James Nielsen

From: Alibek Alpysbayev

Subject: Workload Issue Research Proposal
Date: 21.10.2021

An objective of the memo is to propose the issue of the current rigorous workload reflecting on
academic dishonesty acts among electrical and computer engineering (ECE) students at
Nazarbayev University (NU).

Summary
Recently, some of the ECE students have still continuously been relying on a dishonest way of
study due to the enormous academic workload. This issue can be addressed by the following
methodological approaches indicated below - a problem-solving model (PSM) involving primary
as well as secondary research. According to the criteria listed by me, feasible solutions are
considered to be (1) regulation of the number of assignments/quizzes, (2) weight re-distribution,
(3) material quality improvement, (4) adjustable teaching policy. Addressing this problem is of
great importance for future improvement of not only NU’s overall quality of education but also
for raising strongly deserved young experts and professionals of our country.

Research Problem and Question

- Problem: Overly intense workload among ECE students of NU
- Question: To what extent does a current rigorous workload cause academic dishonesty
cases among electrical and computer engineering students at Nazarbayev University?

Methods
The following methods will be applied for this qualitative IMRaDR research project:
- Problem Solving Model: This discovery-based approach begins at the problem and
follows the logic of finding a solution based on effective criteria (Markel, 2015). This
will eventually be portrayed in a PSM decision matrix.
○ Criteria: the level of courses (Swazey et al., 1993), curriculum flexibility (Soto et
al., 2004), teaching approaches (Batane, 2010).
○ Solution: regulation of the number of assignments (Adler-Kassner et al., 2008),
assessment weights re-distribution (Nath, 2008), teaching materials improvement
(Tindell & Bohlander, 2012), adjustable teaching policy (Löfström et al., 2015)
- Primary Research: The primary research used to support our findings
○ an anonymous survey among undergraduate ECE students to record the number
of plagiarism cases and their main motives based on the criteria above
○ possibly a couple of interviews with alumni students who graduated ECE major
- Triangulation of Data: All the listed methods collectively result in triangulation, wherein
we “test validity through the convergence of information from different sources,”
 (Markel, 2015) thus strengthening our final recommendation offered at the end of the
proposed report.

Conclusion
A current vigorous academic setting in ECE major has constantly been pressuring ECE students
to go along the plagiaristic way of study. Since the concern eventually influences the overall
university standing, both students and professors have mutual responsibilities to reduce
plagiaristic behavior cases, and thus improve the quality of education. This research will find
ways of optimizing the workload to successfully minimize academic dishonesty among ECE
students.
References
Markel, M. (2015). Technical Communication. Faculty & Staff Authored Books.
https://scholarworks.boisestate.edu/fac_books/406

Swazey, J. P., Anderson, M. S., Lewis, K. S., & Louis, K. S. (1993). Ethical Problems in
Academic Research. American Scientist, 81(6), 542–553.
http://www.jstor.org/stable/29775057

Soto, J. G., Anand, S., & McGee, E. (2004). Plagiarism Avoidance: An Empirical Study
Examining Teaching Strategies. Journal of College Science Teaching, 33(7), 42–48.
https://www.jstor.org/stable/26491318

Tshepo Batane. (2010). Turning to Turnitin to Fight Plagiarism among University Students.
Journal of Educational Technology & Society, 13(2), 1–12.
http://www.jstor.org/stable/jeductechsoci.13.2.1

Adler-Kassner, L., Anson, C. M., & Howard, R. M. (2008). Framing Plagiarism. In C. Eisner &
M. Vicinus (Eds.), Originality, Imitation, and Plagiarism: Teaching Writing in the Digital
Age (pp. 231–246). University of Michigan Press. https://doi.org/10.2307/j.ctv65sxk1.23

Nath, L., & Lovaglia, M. (2009). CHEATING ON MULTIPLE-CHOICE EXAMS:

MONITORING, ASSESSMENT, AND AN OPTIONAL ASSIGNMENT. College
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Tindell, D. R., & Bohlander, R. W. (2012). The Use and Abuse of Cell Phones and Text
Messaging in the Classroom: A Survey of College Students. College Teaching, 60(1),
1–9. http://www.jstor.org/stable/23247608

Löfström, E., Trotman, T., Furnari, M., & Shephard, K. (2015). Who teaches academic integrity
and how do they teach it? Higher Education, 69(3), 435–448.
http://www.jstor.org/stable/43648803