Journal of Academic Ethics 11 (3):231-242 (2013)

The focus of this article is university teachers’ and students’ views of plagiarism, plagiarism detection, and the use of plagiarism detection software as learning support. The data were collected from teachers and students who participated in a pilot project to test plagiarism detection software at a major university in Finland. The data were analysed through factor analysis, T-tests and inductive content analysis. Three distinct reasons for plagiarism were identified: intentional, unintentional and contextual. The teachers did not utilise plagiarism detection to support student learning to any great extent. We discuss the pedagogical implications and suggest that the contextual reasons for plagiarism require focus primarily on study strategies, whereas the intentional reasons require profound discussion about attitudes and conceptions of good learning and university-level study habits
Keywords Student plagiarism  Plagiarism detection  Instruction  Academic writing
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DOI 10.1007/s10805-013-9181-z
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The Student Lifeworld and the Meanings of Plagiarism.Peter Ashworth, Ranald MacDonald & Madeleine Freewood - 2003 - Journal of Phenomenological Psychology 34 (2):257-278.
Stolen Language? Plagiarism in Writing.Shelley Angelil-Carter - 2000 - Addison-Wesley Longman Limited.

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