Academic Plagiarism and the Limits of Theft

Senders, Stefan

doi:10.2307/j.ctv65sxk1.20

Cited by 8 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, it is not unique to today's cohort of students. Incidents of students engaging in blatant or inadvertent copying of another's words has remained constant for the past two hundred years (Carter, ), although the medium with which students plagiarize and the sociocultural expectations for academic integrity have changed (Ma, Wan, & Lu, ; Senders, ; Suarez & Martin, ; Sulikowski, ). Although plagiarism is clearly an academic issue, the proliferation of digital media with which students interact daily and the growth of the Internet as a source of information have made it a literacy issue as well.…”

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

“…Although no empirical research has established a direct link between plagiarism and the Internet (Carter, ), several studies name easy access to online material as a catalyst for plagiarism (Emerson, ; Ma et al, ; Ma, Lu, Turner, & Wan, ; Power, ; Senders, ; Suarez & Martin, ; Sulikowski, ). Technology has become a primary cultural tool for communication, and though it offers greater access to a variety of ideas and information, it has also created the potential for students to misrepresent these ideas and information as their own (Howard & Davies, ; Robinson‐Zanartu et al, ; Williams, ).…”

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

“…Millennials have grown up using computers and the Internet as their primary tools for communication, entertainment, productivity, and publication (Considine et al, ; Howe & Strauss, ; Moorman & Horton, ). Millennials view plagiarism differently than faculty do because they do not have the same perceptions of the value of intellectual property (Senders, ). They don't see taking words or ideas from the Internet or in digital form as heinous as copying something directly from a book; a distant, less tangible author makes it easier for them to justify taking the words or ideas of others (Robinson‐Zañartu et al, ).…”

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

“…Adding to the complexities of plagiarism are the academic standards and expectations imposed on Millennials. Twenty‐first‐century learning emphasizes creativity, innovation, and collaboration; assignments that embody these traits often make it difficult to credit the original source (Senders, ; Vicinus & Eisner, ). Students are increasingly encouraged to use wikis, blogs, and other social platforms that promote collaboration by providing the means for multiple authors to write, edit, and revise documents (Dobson & Willinsky, ; Pennycook, ).…”

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

“…Assignments that have little relevance and interest for students may force them to “‘steal’ things , usually words, that they frequently don't want or care about, or even hold onto for long” (Senders, , pp. 196–197) just for the sake of completing an assignment.…”

Section: Reasons Students Plagiarizementioning

confidence: 99%

See 4 more Smart Citations

Rethinking Plagiarism in the Digital Age

Evering¹,

Moorman²

2012

J Adolescent & Adult Lit

View full text Add to dashboard Cite

Plagiarism is a complex issue in need of reexamination. A common misconception is there is consensus on what constitute plagiarism, and general agreement that engaging in plagiarism and other forms of academic dishonesty is a major breech of ethics. There seems to be little concern for differentiating degrees of seriousness; the intentional copying of large amounts of text without acknowledgement is often viewed the same as failing to properly cite sources. Furthermore, instruction that addresses issues related to plagiarism is rare. In this article, the authors explore the issue in relation to the ever‐changing digital environment, and provide one specific example of explicit instruction that engages students in copying information from the Internet, rewriting or paraphrasing, then citing appropriately. Knowing students will utilize technology for writing and research, instruction should aim at demystifying the concept of plagiarism while at the same time improving students’ research and writing skills.

show abstract

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

Section: Plagiarism Millennials and The Internetmentioning

confidence: 99%

Section: Reasons Students Plagiarizementioning

confidence: 99%

See 3 more Smart Citations

Rethinking Plagiarism in the Digital Age

Evering¹,

Moorman²

2012

J Adolescent & Adult Lit

View full text Add to dashboard Cite

show abstract

Fear of failure: a student-facing investigation into the motivations for contract cheating and academic misconduct

Ajit,

Maikkara,

Ramku

2024

Cogent Education

View full text Add to dashboard Cite

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Tran¹

View full text Add to dashboard Cite

This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.<div> An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </div>

show abstract

Academic Plagiarism and the Limits of Theft

Cited by 8 publications

References 0 publications

Rethinking Plagiarism in the Digital Age

Rethinking Plagiarism in the Digital Age

Fear of failure: a student-facing investigation into the motivations for contract cheating and academic misconduct

Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

Contact Info

Product

Resources

About