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  1. Self-Plagiarism or Appropriate Textual Re-Use?Tracey Bretag & Saadia Mahmud - 2009 - Journal of Academic Ethics 7 (3):193-205.
    Self-plagiarism requires clear definition within an environment that places integrity at the heart of the research enterprise. This paper explores the whole notion of self-plagiarism by academics and distinguishes between appropriate and inappropriate textual re-use in academic publications, while considering research on other forms of plagiarism such as student plagiarism. Based on the practical experience of the authors in identifying academics’ self-plagiarism using both electronic detection and manual analysis, a simple model is proposed for identifying self-plagiarism by academics.
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    Integrity in Postgraduate Research: The Student Voice.Saadia Mahmud & Tracey Bretag - 2015 - Science and Engineering Ethics 21 (6):1657-1672.
    There is a limited understanding of the student perspective of integrity in postgraduate research. This is of concern given that ‘research trainees’ may have a vulnerable position in formal investigations of research misconduct. This paper analyses qualitative data drawn from an Australian online academic integrity survey in a mixed methods research study. This analysis complements the quantitative survey data analysed earlier and sought to explore factors contributing to postgraduate research students’ satisfaction with policy and process, the ways institutions can support (...)
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    Students’ Perceptions of Plagiarism Policy in Higher Education: A Comparison of the United Kingdom, Czechia, Poland and Romania.Saadia Mahmud, Tracey Bretag & Tomas Foltýnek - 2019 - Journal of Academic Ethics 17 (3):271-289.
    Students’ attitudes towards plagiarism and academic misconduct have been found to vary across national cultures, although the relationship between national culture and students’ perceptions of plagiarism policy remains unexplored. Student survey data from the UK, Czechia, Poland and Romania were analysed for differences in students’ perceptions of three specific aspects of plagiarism policy – access, support and detail – at their respective universities. Considered through the lens of Hofstede’s cultural dimensions, the study found significant differences between the UK and the (...)
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