Understanding Plagiarism: The Intersection of Personal, Pedagogical, Institutional, and Social Contexts
Abstract
The authors performed a detailed analysis of how students, faculty members, and administrators in a Canadian faculty of management learn about, understand, and deal with plagiarism. Their research revealed a complex relationship among personal, pedagogical, institutional and social factors. In particular, inconsistencies across education, policy, and practice point to the need for plagiarism education at the undergraduate and graduate levels and for faculty development with respect to plagiarism education and prevention. Their findings also underline the importance of aligning policies and practice to prevent and respond effectively to incidents of plagiarism.
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