Academic Faculty Conceptualisation and Understanding of Plagiarism -- A Thai University Exploratory Study

Autor/inn/en	Khathayut, Phanlapa; Walker-Gleaves, Caroline
Titel	Academic Faculty Conceptualisation and Understanding of Plagiarism -- A Thai University Exploratory Study
Quelle	In: Journal of Further and Higher Education, 45 (2021) 4, S.558-572 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khathayut, Phanlapa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1795093
Schlagwörter	College Faculty; Teacher Attitudes; Knowledge Level; Misconceptions; Plagiarism; Integrity; Moral Issues; Ethics; Cheating; Scholarship; Academic Language; Writing (Composition); Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Wissensbasis; Missverständnis; Plagiat; Integrität; Moraltheorie; Ethik; Prellen; Scholarships; Stipendium; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibübung; Ausland
Abstract	Plagiarism incidents within higher education have increased significantly in the last decade, and have persistently occupied academics and administrators in institutions worldwide. Research demonstrates that in many national contexts such behaviours are increasing or are significantly threatening the integrity of scholarship. In the country that is the subject of this research, Thailand, the nature and extent of plagiarism have been neither sufficiently researched nor understood. This study aimed to explore Thai academics' (n = 44) conceptualisation and awareness of plagiarism. Data sources included questionnaires and semi-structured interviews. The results revealed that the lecturers had both limited understanding and low awareness of plagiarism and that their conceptualisation of plagiarism both as a problem of scholarship and of moral behaviour was unsophisticated at best and a matter of ambivalence at worst. The findings also revealed an institutional level of tolerance and ambiguity about the problem. As such, this research has implications for institutional and individual academic behaviour. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01