Who Has Read the Policy on Plagiarism? Unpacking Students' Understanding of Plagiarism

Autor/inn/en	Gullifer, J. M.; Tyson, G. A.
Titel	Who Has Read the Policy on Plagiarism? Unpacking Students' Understanding of Plagiarism
Quelle	In: Studies in Higher Education, 39 (2014) 7, S.1202-1218 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2013.777412
Schlagwörter	Plagiarism; Foreign Countries; Educational Policy; Student Attitudes; Ethics; Cheating; Surveys; Student Behavior; Distance Education; On Campus Students; College Students; College Faculty; Student Characteristics; Gender Differences; Case Studies; Statistical Analysis; Australia + Suchen Sie Ihr Suchwort? Plagiat; Ausland; Politics of education; Bildungspolitik; Schülerverhalten; Ethik; Prellen; Survey; Umfrage; Befragung; Student behaviour; Distance study; Distance learning; Fernunterricht; Collegestudent; Fakultät; Geschlechterkonflikt; Case study; Fallstudie; Case Study; Statistische Analyse; Australien
Abstract	Research has established that the term "plagiarism" is open to different interpretations, resulting in confusion among students and staff alike. University policy on academic integrity/misconduct defines the behaviours that all stakeholders must abide by, and the parameters for reporting, investigating and penalising infringements. These definitions are the benchmark for assessing how well students understand plagiarism. An invitation to complete a survey examining students' understanding of the institutional policy on academic integrity was sent to all domestic students enrolled at an Australian university. A total of 3405 students completed the survey. The data were examined by year of study, faculty, and whether the students were studying on campus or by distance education. Findings indicate that only half of the participants had read the policy on plagiarism and that confusion regarding what behaviour constitutes plagiarism was evident. The implications of these findings are that a systematic educative approach to academic integrity is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10