Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps

Autor/inn/en	Eaton, Sarah Elaine; Conde, Cristina Fernández; Rothschuh, Stefan; Guglielmin, Melanie; Otoo, Benedict Kojo
Titel	Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps
Quelle	In: Alberta Journal of Educational Research, 66 (2020) 4, S.471-488 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Foreign Countries; Plagiarism; Higher Education; Educational Practices; Disclosure; Integrity; College Faculty; College Students; Teacher Attitudes; Definitions; Teacher Response; Psychological Patterns; Documentation; Fear; Canada + Suchen Sie Ihr Suchwort? Ausland; Plagiat; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungspraxis; Integrität; Fakultät; Collegestudent; Lehrerverhalten; Begriffsbestimmung; Lehrerkommentar; Dokumentation; Furcht; Kanada
Abstract	This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one's employment. Recommendations include approaches that bridge the gap between policy and practice. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01