Date of Award
9-26-2018
Publication Type
Doctoral Thesis
Degree Name
Ph.D.
Department
Education
Keywords
plagiarism, plagiarism education
Supervisor
Sefton, Terry
Rights
info:eu-repo/semantics/openAccess
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Abstract
Research on plagiarism in post-secondary education is currently receiving a lot of attention. Most of this research focuses on student plagiarism rates, which is typically done through self-reporting, as well as student plagiarism perceptions. A limited number of studies on plagiarism education, particularly in the Canadian context, are available. There are two groups of participants in this study: undergraduate students and instructors at a comprehensive southwestern university in Ontario, Canada. This mixed-method online study investigates plagiarism education, student academic entitlement, and student personal values, and it explores plagiarism perceptions, including responsibility for plagiarism education and reasons for student engagement in plagiarism. Findings from this study suggest that students would like plagiarism education and that providing students with plagiarism education may reduce the plagiarism engagement rate. The results of this study reveal that instructor participants agree on how plagiarism is defined, but they differ in how they handle plagiarism.
Recommended Citation
Colella, Julia, "Plagiarism education, perceptions, and responsibilities in post-secondary education." (2018). Electronic Theses and Dissertations. 7509.
https://scholar.uwindsor.ca/etd/7509