The Puzzle of Internet Plagiarism and Instructional Design

The puzzle of Internet plagiarism and instructional
design: Helping high school teachers put the pieces

together
Walter, Judy G.. Capella University, ProQuest Dissertations Publishing, 2008. 3315215.
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3. Abstract/Details
4. References 228
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Abstract
TranslateAbstract
Student plagiarism of Internet materials has been shown to be problematic in middle/high schools.
Enhancing instructional design practices to minimize or avoid plagiarism is a critical issue for
educators. Better understanding of how students and teachers approach computer technology and
Internet plagiarism can provide a foundation for the exploration of instructional design practices in
secondary schools. Using a sample of secondary teachers, this mixed method action research study
utilized pretest/posttest questionnaires and teacher interviews to measure and explore teachers'
computer efficacy, knowledge of Internet plagiarism, and knowledge of students' attitudes about
Internet plagiarism. A treatment intervention (where students were asked to respond to scenarios
depicting ethical situations related to Internet plagiarism) was also used to gain insights into student
thinking. Computer self-efficacy was measured using Bunz's 2004 Computer-Email-Web Fluency
scale. Knowledge of Internet plagiarism was measured using an Internet plagiarism survey, and
views about student Internet plagiarism were measured using a modified version of Scanlon and
Neumann's 2002 survey and interviews. Results showed a high level of computer self-efficacy in the
sample population. No significant differences were noted in the pretest/posttest data of participants'
general knowledge of Internet plagiarism, their understanding of the degree to which their students
engage in Internet plagiarism, and in how participants characterize their students' attitudes about
Internet plagiarism. Interview data indicated that participants were cognizant of student
Internet plagiarism and recognized that utilizing instructional strategies designed to limit student
Internet plagiarism was critical to the instructional process. Participants expressed an understanding
of the crucial role teachers play in incorporating instructional design practices that inform students
about plagiarism, in general, and Internet plagiarism specifically. Teachers must analyze and
reevaluate their own instructional design practices to explore their role in the problem of student
Internet plagiarism. Providing teachers with professional development opportunities that explore
Internet plagiarism and examine best practices for instructional design to discourage and prevent
Internet plagiarism will help reduce the amount of Internet plagiarism occurring. Presented is a
professional development plan that highlights a comprehensive training program addressing the
relationship between instructional design and Internetplagiarism.
Details
Subject
Secondary education;
Curricula;
Teaching;
Internet;
Plagiarism;
Instructional design;
Secondary school teachers
Classification
0533: Secondary education
0727: Curricula
0727: Teaching
Identifier / keyword
Education; Action research; Computer self-efficacy; High school; Instructional
design; Internet plagiarism; Plagiarism
Title
The puzzle of Internet plagiarism and instructional design: Helping high school teachers put the
pieces together
Author
Walter, Judy G.
Publication title
ProQuest Dissertations and Theses
Number of pages
202
Publication year
2008
Publication date
2008
Year
2008
Section
1351
Publisher
ProQuest Dissertations Publishing
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549647386
Advisor
Sims, Rod
Committee member
Hruskocy, Carole; Lane, Molly
School
Capella University
Department
School of Education
School location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language of publication
English; EN
Document type
Dissertation/Thesis
Publication / order number

3315215
ProQuest document ID
193331652
Document URL
http://search.proquest.com/docview/193331652?accountid=37714
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying
works.
Last updated
2016-05-27
Database
ProQuest Central
Search
Chinese university EFL teachers' perceptions of
plagiarism
Lei, Jun; Hu, Guangwei. Higher Education 70.3 (Sep 2015): 551-565.
1. Abstract/Details
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Abstract
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Although Chinese university students' perceptions of plagiarism have been extensively

investigated, those of their teachers have been surprisingly under-researched. This study sought
to address this gap by investigating 112 Chinese university English teachers' knowledge of and
attitudes towards plagiarism. While 57 participating teachers had overseas academic experience,
the remaining ones received all their education in mainland China. They completed a perceptions
of plagiarism survey that elicited their knowledge of several common forms
of plagiarism in Anglo-American academia, perceptions of various possible causes of plagiarism,
and attitudes towards plagiarism induced by different causes and plagiarism in general. The
study found that the teachers reported varying knowledge of different types of transgressive
textual practices, variegated perceptions of the different causes of plagiarism, but clearly punitive
attitudes towards plagiarism. It also revealed significant differences between teachers with and
without overseasacademic experience in knowledge of and stances on plagiarism. These findings
highlight the complexity of plagiarism as an intertextual phenomenon and point to the important
role of cultural practices and academic socialisation in shaping perceptions of it.
Details
Subject
English as a second language--ESL;

Language teachers;
Perceptions;
Student writing;
Plagiarism;
Higher education
Location
China
Title
Chinese university EFL teachers' perceptions of plagiarism
Author
Lei, Jun; Hu, Guangwei
Publication title
Higher Education
Volume
70
Issue
Pages
551-565
Publication year
2015
Publication date
Sep 2015
Publisher
Springer Science & Business Media
Dordrecht
Netherlands
Publication subject
Education--Higher Education
ISSN
0018-1560
CODEN
HREDAN
Source type
Scholarly Journals
English
Document type
Feature
Document feature
References
DOI
http://dx.doi.org/10.1007/s10734-014-9855-5
1704934537
Document URL
Copyright
Springer Science+Business Media Dordrecht 2015

Last updated
2015-09-02
Database
ProQuest Central
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Language teachers
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Plagiarism
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Technology enhanced learning and plagiarism in

entrepreneurship education
Risquez, Angelica; O'Dwyer, MicheleAuthor Information ; Ledwith, AnnAuthor Information
. Education & Training 53.8/9 (2011): 750-761.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 26
Hide highlighting
Abstract
TranslateAbstract
Purpose - This paper seeks to explore the relationship between entrepreneurship students' ethical
views on plagiarism, their self reported engagement in plagiarism and their participation in an
online plagiarism prevention tutorial. Design/methodology/approach - The study is based on a
questionnaire administered to 434 undergraduate university entrepreneurship students,
combining self-reported data with behavioural measures. Findings - The results illustrate that
more than one online plagiarism prevention tutorial is required to change self-reported views
relating to engagement in plagiarism, perception of peer participation in plagiarism and students'
ethical views. However, it should be noted that even such a small intervention demonstrates an
observable difference in students' capacity to recognise a case of verbatim plagiarism as
an academic breach in practice. Research limitations/implications - The research demonstrates
that educators should focus on good educational design, educating students
regarding plagiarismprevention while making use of technology enhanced learning, instead of
considering e-learning choices as a quick solution toplagiarism. Originality/value - The paper
focuses on an emerging aspect of plagiarism education, that is, the use of technology enhanced
learning. While acknowledging the potential of technology enhanced learning
in plagiarism prevention the paper notes thatplagiarism prevention should be embedded in the
curriculum rather than addressed in an ad-hoc manner.
Details
Subject
Studies;
Plagiarism;
Entrepreneurship education;
Behavior;
Social research;
Learning;
Educational technology
Classification
9520: Small business
9130: Experimental/theoretical
8306: Schools and educational services
Title
Technology enhanced learning and plagiarism in entrepreneurship education
Author
Risquez, Angelica; O'Dwyer, Michele; Ledwith, Ann
Publication title
Education & Training
Volume
53
Issue
8/9
Pages
750-761
Publication year
2011
Publication date
2011
Publisher
Emerald Group Publishing, Limited
London
United Kingdom
Publication subject
Technology: Comprehensive Works, Education
ISSN
00400912
CODEN
EDUTAK
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/00400911111185062
904944369
Document URL
Copyright
Copyright Emerald Group Publishing Limited 2011
Last updated
2011-12-21
Entrepreneurship education and plagiarism: tell me

lies, tell me sweet little lies
O'Dwyer, MicheleAuthor Information ; Risquez, Angelica; Ledwith, AnnAuthor Information . Journal
of Small Business and Enterprise Development 17.4 (2010): 641-651.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 32
Hide highlighting
Abstract
TranslateAbstract
Purpose - This paper seeks to contribute to entrepreneurship education research by exploring

entrepreneurship students' views ofplagiarism, and their ability to recognise and
avoid plagiarism. Design/methodology/approach - The study is based on a questionnaire
administered to 205 undergraduate university entrepreneurship students, combining self-reported
data with behavioural measures. Findings - The results illustrate that, although entrepreneurship
students have a clear conceptual understanding of plagiarism and how to avoid it, and they
demonstrate an ability to accurately recognise material which needs to be referenced, they do not
see use of non-referenced material as being in breach of academic guidelines. The students also
perceive lecturers to be more concerned withplagiarism than the students themselves or the
university. Research limitations/implications - The research identifies a clear divergence between
students' claims about their ethical stance regarding plagiarism and their ability to recognise it as
a breach ofacademic guidelines. Practical implications - The practical implications for
entrepreneurship education are: first, the university needs to emphasise to entrepreneurship
students that plagiarism is a breach of academic guidelines which will be treated as a serious
offence. Second, the university, in partnership with lecturers, must adopt experiential learning
approaches to improve plagiarismavoidance skills. Originality/value - The study supports
previous research which identified that students held strong ethical views
regarding plagiarism and claimed not to engage in it. However, this paper highlights the
divergence between these claims and the students' ability to recognise plagiarism as a breach
of academic guidelines - thereby highlighting the need to enhance academicguidelines
on plagiarism.[PUBLICATION ABSTRACT]
Details
Subject
Entrepreneurs;
Education;
Dishonesty;
Trust;
Statistical analysis;
Plagiarism
Classification

Title
Entrepreneurship education and plagiarism: tell me lies, tell me sweet little lies
Author
O'Dwyer, Michele; Risquez, Angelica; Ledwith, Ann
Publication title
Journal of Small Business and Enterprise Development
Volume
17
Issue
Pages
641-651
Publication year
2010
Publication date
2010
Publisher
Bradford
United Kingdom
Publication subject
Business And Economics--Small Business
ISSN
14626004
Source type
Scholarly Journals
English
Document type
Feature
Document feature
Tables; References
DOI
http://dx.doi.org/10.1108/14626001011088778
762712831
Document URL
Copyright
Last updated
2011-01-21
Database
ProQuest Central
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Dishonesty
Trust
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Entrepreneurship education and plagiarism: tell me
lies, tell me sweet little lies
O'Dwyer, MicheleAuthor Information ; Risquez, Angelica; Ledwith, AnnAuthor Information
. Journal of Small Business and Enterprise Development 17.4 (2010): 641-651.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 32
Hide highlighting
Abstract
TranslateAbstract
Purpose - This paper seeks to contribute to entrepreneurship education research by exploring

entrepreneurship students' views ofplagiarism, and their ability to recognise and avoid plagiarism.
Design/methodology/approach - The study is based on a questionnaire administered to 205
undergraduate university entrepreneurship students, combining self-reported data with behavioural
measures. Findings - The results illustrate that, although entrepreneurship students have a clear
conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to
accurately recognise material which needs to be referenced, they do not see use of non-referenced
material as being in breach of academic guidelines. The students also perceive lecturers to be more
concerned withplagiarism than the students themselves or the university. Research
limitations/implications - The research identifies a clear divergence between students' claims about
their ethical stance regarding plagiarism and their ability to recognise it as a breach
ofacademic guidelines. Practical implications - The practical implications for entrepreneurship
education are: first, the university needs to emphasise to entrepreneurship students
that plagiarism is a breach of academic guidelines which will be treated as a serious offence.
Second, the university, in partnership with lecturers, must adopt experiential learning approaches to
improve plagiarismavoidance skills. Originality/value - The study supports previous research which
identified that students held strong ethical views regarding plagiarism and claimed not to engage in
it. However, this paper highlights the divergence between these claims and the students' ability to
recognise plagiarism as a breach of academic guidelines - thereby highlighting the need to
enhance academicguidelines on plagiarism.[PUBLICATION ABSTRACT]
Details
Subject
Entrepreneurs;
Education;
Dishonesty;
Trust;
Statistical analysis;
Plagiarism
Classification

Title
Entrepreneurship education and plagiarism: tell me lies, tell me sweet little lies
Author
O'Dwyer, Michele; Risquez, Angelica; Ledwith, Ann
Publication title
Journal of Small Business and Enterprise Development
Volume
17
Issue
4
Pages
641-651
Publication year
2010
Publication date
2010
Publisher
Bradford
United Kingdom
Publication subject
Business And Economics--Small Business
ISSN
14626004
Source type
Scholarly Journals
English
Document type
Feature
Document feature
Tables; References
DOI
http://dx.doi.org/10.1108/14626001011088778
762712831
Document URL
Copyright
Last updated
2011-01-21
Database
ProQuest Central
Download PDF
Cite
Email
Print
Save
Cited by (2)
Related items
Subject
Entrepreneurs
Education
Dishonesty
Trust
Statistical analysis
Search
ebrary e-books
1.
Plagiarism
2.
3.

An Academic Publisher's Response to Plagiarism
Lewis, Bruce RAuthor Information ; Duchac, Jonathan EAuthor Information ; Douglas Beets,
S. Journal of Business Ethics 102.3 (Sep 2011): 489-506.
1. Full text - PDF
2. Abstract/Details
3. References 45
Hide highlighting
Abstract
TranslateAbstract
Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research.
Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in
academia. To address this issue, a vein of research has emerged in recent years
exploring plagiarism as an area of academic inquiry. In this new academic subject, case studies
and analysis have been one of the most influential methodologies employed. Case studies
provide a venue where acts of plagiarism can be discussed and analyzed in a constructive
manner, and that is the primary purpose of this article. Unlike previous studies, however, we
focus on the role of the publisher, a key player in dealing with acts of plagiarism, but one who
has received little attention in the academic literature. Specifically, we examine how
an academic publisher addressed allegations of plagiarism and how the publisher's decision-
making affected the outcome. We analyze the case by applying the guidelines from different
frameworks and ethical theory and develop recommendations from the lessons evidenced, the
second main objective of our article. This analysis advances the dialog onacademic plagiarism by
exploring the role of the publisher from a deontological perspective of ethical
absolutism.[PUBLICATION ABSTRACT]
Details
Title
An Academic Publisher's Response to Plagiarism
Author
Lewis, Bruce R; Duchac, Jonathan E; Douglas Beets, S
Publication title
Journal of Business Ethics
Volume
102
Issue
Pages
489-506
Publication year
2011
Publication date
Sep 2011
Publisher
Dordrecht
Netherlands
Publication subject
Business And Economics, Law
ISSN
01674544
CODEN
JBUEDJ
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1007/s10551-011-0827-8
883439854
Document URL
Copyright
Springer Science+Business Media B.V. 2011
Last updated
2014-08-09
Database
ProQuest Central
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Back to top
Evaluation of cheating detection methods in academic

writings
Patel, Ahmed; Bakhtiyari, Kaveh; Taghavi, Mona. Library Hi Tech 29.4 (2011): 623-640.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 57
Hide highlighting
Abstract
TranslateAbstract
Purpose - This paper aims to focus on plagiarism and the consequences of anti-
plagiarism services such as Turnitin.com, iThenticate, and PlagiarismDetect.com in detecting the
most recent cheatings in academic and other writings. Design/methodology/approach - The most
important approach is plagiarism prevention and finding proper solutions for detecting more
complex kinds of plagiarismthrough natural language processing and artificial intelligence self-
learning techniques. Findings - The research shows that most of the anti-plagiarism services can
be cracked through different methods and artificial intelligence techniques can help to improve
the performance of the detection procedure. Research limitations/implications - Accessing entire
data and plagiarism algorithms is not possible completely, so comparing is just based on the
outputs from detection services. They may produce different results on the same inputs. Practical
implications - Academic papers and web pages are increasing over time, and it is very difficult to
capture and compare documents with all available data on the network in an up to date manner.
Originality/value - As many students and researchers use the plagiarism techniques (e.g. PDF
locking, ghost-writers, dot replacement, online translators, previous works, fake bibliography) to
cheat in academic writing, this paper is intended to prevent plagiarism and find suitable solutions
for detecting more complex kinds of plagiarism. This should also be of grave concern to teachers
and librarians to provide up to date/standard anti-plagiarism services. The paper proposes some
new solutions to overcome these problems and to create more resilient and intelligent future
systems.
Details
Subject
Software;
Librarians;
Research;
Reporting requirements;
Writers;
Cheating;
Plagiarism;
Studies;
Colleges & universities
Product name
Adobe Acrobat
Classification
5200: Communications & information management
Title
Evaluation of cheating detection methods in academic writings
Author
Patel, Ahmed; Bakhtiyari, Kaveh; Taghavi, Mona
Publication title
Library Hi Tech
Volume
29
Issue
Pages
623-640
Publication year
2011
Publication date
2011
Publisher
Bradford
United Kingdom
Publication subject
Library And Information Sciences--Computer Applications
ISSN
07378831
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/07378831111189732
907680003
Document URL
Copyright
Last updated
2012-01-18
Database
ProQuest Central
Download PDF
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Cited by (2)
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Subject
Software
Librarians
Research
Reporting requirements
Writers
Product name
Adobe Acrobat
Search
ebrary e-books
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Plagiarism
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Conta
Perceptions about plagiarism between faculty and
undergraduate students
Pritchett, Serene. Alliant International University, San Diego, ProQuest Dissertations Publishing, 2010.
3401777.
1. Full text - PDF
2. Preview - PDF
3. Abstract/Details
4. References 138
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Abstract
TranslateAbstract
The problem. Through observation and the review of literature, students often receive
inconsistent and vague messages aboutplagiarism from faculty. Marcoux (2002) and Roig (2001)
found a lack of consensus between faculty concerning definitions and forms of plagiarism.
Although some students develop skills in order to avoid plagiarism, almost half of the students
tested in two private colleges in the New York metropolitan area were unable to
identify plagiarism in passages, due to misunderstandings concerningplagiarism and correct
paraphrasing (Roig, 1997).
Despite having university policies on plagiarism, many faculties applied and interpreted policies
inconsistently. To assess the issue ofplagiarism, it is important to understand faculty and
students' perceptions of the problem.
Method. The hypothesis of the study is that there is a significant difference between faculty and
students' perception of plagiarism. To determine whether there is a difference between the age
and gender groups, a population of undergraduate students and faculty from Alliant International
University, California International Business University, College of the Sequoias, and Shawnee
Community College were surveyed.
Results. While several sub-categories of this study showed no significant differences in their
perception of plagiarism, overall, there were significant differences in perception between male
and female faculty, undergraduate students under 20 years old, and faculty and students in the
perceived seriousness of plagiarism. Because university policies influence university practices,
the lack of agreement between faculty and students suggests that university policy may not
provide sufficient penalties based on the perception of the plagiaristic infraction. This is
perceived as a serious problem in academia.
Details
Subject
Higher education;
Perceptions;
Plagiarism;
College students;
School faculty
Classification
0745: Higher education
Education; Faculty; Plagiarism; Undergraduate students
Title
Perceptions about plagiarism between faculty and undergraduate students
Author
Pritchett, Serene
Publication title
Number of pages
98
Publication year
2010
Publication date
2010
Year
2010
Section
1389
Publisher
Ann Arbor
United States
ISBN
9781109687675
Advisor
Power, Suzanne
School
Alliant International University, San Diego
School location
United States -- California
Degree
Ed.D.
Source type
English; EN
Document type
Dissertation/Thesis
3401777
205430996
Document URL
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Last updated
2016-03-09
Database
ProQuest Central
Download PDF
Order a copy
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Cited by (4)
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Subject
Higher education
Perceptions
Plagiarism
College students
School faculty
Search
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Plagiarism
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Chinese University EFL Teachers' Knowledge of and

Stance on Plagiarism/Conocimientos y actitudes ante el
plagio del profesorado de lengua inglesa en
universidades chinas
Hu, Guangwei; Sun, Xiaoya. Comunicar, English ed. 24.48 (2016): 29-37.
1. Full text
2. Full text - PDF
3. Abstract/Details
Hide highlighting
Abstract
TranslateAbstract
Plagiarism has engendered increasing concern in academia in the past few decades. While previous
studies have investigated studentplagiarism from various perspectives, how plagiarism is understood
and responded to by university teachers, especially those in English-as-a-foreign-language (EFL)
writing contexts, has been under-researched. As academic insiders and educators of
futureacademics, university teachers play a key role in educating students against plagiarism and
upholding academic integrity. Their knowledge of and attitudes toward plagiarism not only have a
crucial influence on their students' perceptions of plagiarism but can also provide insights into how
institutions of higher education are tackling the problem. The study reported in this paper aims to
address this imbalance in research on plagiarism by focusing on a sample of 108 teachers from 38
Chinese universities. Drawing on both quantitative and qualitative data that comprise textual
judgments and writing samples, it examines whether EFL teachers in Chinese universities
share Anglo-American conceptions of plagiarism, what stance they take on detected cases
of plagiarism, and what factors may have influenced their perceptions. Findings from this study
problematize the popular, yet over-simplistic, view that Chinese EFL writers are tolerant
of plagiarism and point to academic and teaching experience as influences on their perceptions and
attitudes concerning plagiarism.
Details
Subject
Plagiarism;
Studies;
Higher education;
Language;
Writing;
Students;
Research;
Teaching;
Attitudes;
Data collection;
English teachers;
Researchers
Title
Chinese University EFL Teachers' Knowledge of and Stance onPlagiarism/Conocimientos y
actitudes ante el plagio del profesorado de lengua inglesa en universidades chinas
Author
Hu, Guangwei; Sun, Xiaoya
Publication title
Comunicar, English ed.
Volume
24
Issue
48
Pages
29-37
Number of pages
9
Publication year
2016
Publication date
2016
Year
2016
Publisher
Grupo Comunicar
Huelva
Spain
Publication subject
Education, Social Sciences: Comprehensive Works
Source type
Scholarly Journals
English
A Self-Plagiarism Intervention for Doctoral Students: A
Qualitative Pilot Study
Halupa, Colleen M; Breitenbach, Erin; Anast, Adrian. Journal of Academic Ethics 14.3 (Sep 2016): 175-
189.
1. Abstract/Details
Hide highlighting
Abstract
TranslateAbstract
This purpose of this qualitative study was to gather detailed information about student
perceptions of self-plagiarism and the perceived effectiveness of a brief self-plagiarism video
tutorial. Semi-structured interviews (n = 7) were conducted and health sciences doctoral students
were queried regarding their knowledge and perceptions of self- plagiarism. The population for
this study was new doctoral students, as well as students who had committed self-
plagiarism during the semester. Overall, participants reported a specific self-
plagiarism intervention was more helpful in preventing self- plagiarism than a
traditional plagiarism intervention and that the intervention should be included in initial program
orientation. Overwhelmingly, students did not believe self- plagiarism was a
serious academic offense and think they own their intellectual property and unpublished works.
Details
Self-plagiarism; Self-plagiarism intervention; Student

perceptions; Academichonesty; Plagiarism detection programs; Self-plagiarism prevention
Title
A Self-Plagiarism Intervention for Doctoral Students: A Qualitative Pilot Study
Author
Halupa, Colleen M; Breitenbach, Erin; Anast, Adrian
Publication title
Journal of Academic Ethics
Volume
14
Issue
Pages
175-189
Publication year
2016
Publication date
Sep 2016
Year
2016
Publisher
Dordrecht
Netherlands
Publication subject
Education--Higher Education, Sociology
ISSN
15701727
Source type
Scholarly Journals
English
Document type
Journal Article
DOI
http://dx.doi.org/10.1007/s10805-016-9262-x
1811036152
Document URL
Copyright
Last updated
2016-08-13
Database
ProQuest Central
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Understanding, Perception and Prevalence of
Plagiarism among College Freshman Students of De
La Salle Lipa, Philippines
Macatangay, Jose. International Journal of Social Science and Humanity 5.8 (Aug 2015): 672-
676.
1. Full text - PDF

2. Abstract/Details
3. References 10
Hide highlighting
Abstract
TranslateAbstract
The study investigated the relationship between understanding and prevalence of plagiarism,
perceived seriousness and prevalence ofplagiarism as well as understanding and perceived
seriousness of plagiarism when college freshman students of De La Salle Lipa, Philippines were
grouped according to academic disciplines. It was hypothesized in the study that as level of
understanding and perceived seriousness of plagiarism increased the tendency to commit it
decreased. An adopted self-report questionnaire which contained six scenarios covering the six
different types of plagiarism was answered by the respondents. Though with low and negligible
correlation, study revealed some trends on relationship between the students' understanding
of plagiarism and its degree of seriousness as well as on students' understanding of plagiarism and
frequency of its occurrence. Results of the study may be useful for enhancing
current academic practices and for revisiting institutional policy on plagiarism.
Details
Subject
Perceptions;
Plagiarism;
College students
Location
Philippines
Plagiarism; prevalence; seriousness; understanding
Title
Understanding, Perception and Prevalence of Plagiarism among College Freshman Students of De
Author
Macatangay, Jose
Publication title
International Journal of Social Science and Humanity
Volume
5
Issue
8
Pages
672-676
Publication year
2015
Publication date
Aug 2015
Year
2015
Publisher
IACSIT Press
Singapore
Singapore
Publication subject
Social Sciences: Comprehensive Works
ISSN
20103646
Source type
Scholarly Journals
English
Understanding, Perception and Prevalence of
Plagiarism among College Freshman Students of De
Macatangay, Jose. International Journal of Social Science and Humanity 5.8 (Aug 2015): 672-
676.
1. Full text - PDF

2. Abstract/Details
3. References 10
Hide highlighting
Abstract
TranslateAbstract
The study investigated the relationship between understanding and prevalence of plagiarism,
perceived seriousness and prevalence ofplagiarism as well as understanding and perceived
seriousness of plagiarism when college freshman students of De La Salle Lipa, Philippines were
grouped according to academic disciplines. It was hypothesized in the study that as level of
understanding and perceived seriousness of plagiarism increased the tendency to commit it
decreased. An adopted self-report questionnaire which contained six scenarios covering the six
different types of plagiarism was answered by the respondents. Though with low and negligible
correlation, study revealed some trends on relationship between the students' understanding
of plagiarism and its degree of seriousness as well as on students' understanding of plagiarism and
frequency of its occurrence. Results of the study may be useful for enhancing
current academic practices and for revisiting institutional policy on plagiarism.
Details
Subject
Perceptions;
Plagiarism;
College students
Location
Philippines
Plagiarism; prevalence; seriousness; understanding
Title
Understanding, Perception and Prevalence of Plagiarism among College Freshman Students of De
Author
Macatangay, Jose
Publication title
International Journal of Social Science and Humanity
Volume
5
Issue
8
Pages
672-676
Publication year
2015
Publication date
Aug 2015
Year
2015
Publisher
IACSIT Press
Singapore
Singapore
Publication subject
Social Sciences: Comprehensive Works
ISSN
20103646
Source type
Scholarly Journals
English
Document type
Journal Article
DOI
http://dx.doi.org/10.7763/IJSSH.2015.V5.5
Plagiarism and international students in academic

libraries
Zimerman, MartinAuthor Information . New Library World 113.5/6 (2012): 290-299.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 20
Hide highlighting
Abstract
TranslateAbstract
Purpose - The purpose of this paper is to describe how plagiarism and the detection
of plagiarism are interwoven with the education of international students.
Design/methodology/approach - The literature searches encompassed articles on the issue
of plagiarism as it affects students coming from abroad. Findings - There is a definite problem
involved in the interaction of international students in a higher education setting and plagiarism.
Research limitations/implications - Although no survey was done for this article, much of the
information gathered regarding plagiarism is dependent on external surveys. These surveys may
not always be answered truthfully despite anonymity. There is also a dearth of data
on plagiarism and international students. There is some anecdotal data on the subject. Practical
implications - Although plagiarism is a serious problem on academic campuses, libraries and
librarians can offer substantial help in deterring and preventing plagiarism especially with regard
to international students. Originality/value - Librarians, knowledgeable about citation style sheets
and formats, can be very valuable to international students who lack the skills. Students can learn
to improve their citation skills with the help of a librarian with good bibliographic skills.
Details
Subject
Plagiarism;
Colleges & universities;
Academic libraries;
Education;
Librarians;
Internet access;
Meetings;
Internet;
Collaboration
Classification

Title
Plagiarism and international students in academic libraries
Author
Zimerman, Martin
Publication title
New Library World
Volume
113
Issue
5/6
Pages
290-299
Publication year
2012
Publication date
2012
Publisher
London
United Kingdom
Publication subject
Library And Information Sciences
ISSN
03074803
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/03074801211226373
1012563287
Document URL
Copyright
Last updated
2013-07-20
Database
ProQuest Central
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Colleges & universities
Academic libraries
Education
Librarians
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Plagiarism and international students in academic

libraries
Zimerman, MartinAuthor Information . New Library World 113.5/6 (2012): 290-299.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 20
Hide highlighting
Abstract
TranslateAbstract
Purpose - The purpose of this paper is to describe how plagiarism and the detection
of plagiarism are interwoven with the education of international students.
Design/methodology/approach - The literature searches encompassed articles on the issue
of plagiarism as it affects students coming from abroad. Findings - There is a definite problem
involved in the interaction of international students in a higher education setting and plagiarism.
Research limitations/implications - Although no survey was done for this article, much of the
information gathered regarding plagiarism is dependent on external surveys. These surveys may not
always be answered truthfully despite anonymity. There is also a dearth of data on plagiarism and
international students. There is some anecdotal data on the subject. Practical implications -
Although plagiarism is a serious problem on academic campuses, libraries and librarians can offer
substantial help in deterring and preventing plagiarism especially with regard to international
students. Originality/value - Librarians, knowledgeable about citation style sheets and formats, can
be very valuable to international students who lack the skills. Students can learn to improve their
citation skills with the help of a librarian with good bibliographic skills.
Details
Subject
Plagiarism;
Academic libraries;
Education;
Librarians;
Internet access;
Meetings;
Internet;
Collaboration
Classification
Title
Plagiarism and international students in academic libraries
Author
Zimerman, Martin
Publication title
New Library World
Volume
113
Issue
5/6
Pages
290-299
Publication year
2012
Publication date
2012
Publisher
London
United Kingdom
Publication subject
ISSN
03074803
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/03074801211226373
1012563287
Document URL
Copyright
Last updated
2013-07-20
Database
ProQuest Central
Plagiarism in second-language writing

Pecorari, DianeAuthor Information ; Petric, BojanaAuthor Information . Language Teaching 47.3
(Jul 2014): 269-302.
1. Full text
2. Full text - PDF
3. Abstract/Details
Hide highlighting
Abstract
TranslateAbstract
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2)
writing, research on the topic goes back to the mid-1980s. In this review article we first discuss
the received view of plagiarism as a transgressive act and alternative understandings which have
been presented in the L1 and L2 writing literature. We then survey and identify salient themes in
the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic
perspective. These themes include terminological distinctions; views of the role of
textual plagiarism in language learning and a writer's development; a concern with students' and
teachers' sometimes differing understanding of plagiarism; and disciplinary differences in
perceptions of plagiarism. We review research into the role of the electronic media in changing
orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work
of L2 writers, and pedagogical approaches to guiding students away from plagiarism.
Methodological issues in researching plagiarism are surveyed, and the article concludes by
suggesting directions for future research. [PUBLICATION ABSTRACT]
Details
Subject
Plagiarism;
Student writing;
Second language learning;
Foreign language instruction;
Pedagogy
Title
Plagiarism in second-language writing
Author
Pecorari, Diane; Petric, Bojana
Publication title
Language Teaching
Volume
47
Issue
Pages
269-302
Number of pages
34
Publication year
2014
Publication date
Jul 2014
Year
2014
Publisher
Cambridge University Press
Cambridge
United Kingdom
Publication subject
Education--Abstracting, Bibliographies, Statistics, Linguistics--Abstracting, Bibliographies,

Statistics, Abstracting And Indexing Services
ISSN
02614448
Source type
Scholarly Journals
English
Document type
Feature
Document feature
References
DOI
http://dx.doi.org/10.1017/S0261444814000056
1531704544
Document URL
Copyright
Copyright Cambridge University Press 2014
Last updated
2015-05-30
Database
ProQuest Central
Download PDF
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Subject
Plagiarism
Student writing
Second language learning
Foreign language instruction
Pedagogy
Search
ebrary e-books
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34 readers on Mendeley
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Creating a Self-Plagiarism Research Topic Typology

through Bibliometric Visualisation
Kokol, Peter; Zavrsnik, Jernej; Eleznik, Danica; Vosner, Helena Blazun. Journal of Academic Ethics 14.3
(Sep 2016): 221-230.
1. Abstract/Details
Hide highlighting
Abstract
TranslateAbstract
Self-plagiarism, textual recycling and redundancy seemed to be controversial and unethical;

however some questions about its definition are still open. The objective in this paper presented
study was to use bibliometric analysis to synthesise and visualize the research literature
production and derive a typology of self-plagiarism research. Five topics emerged: Self-
plagiarism, Institutional self-plagiarism, Self-plagiarism and ICT, Self-
plagiarism in academic writing, Self-plagiarism in science. The state of the art topics seem to be
"social medium", "virtual world", "face book", "sociomateriality", "knowledge sharing", "open
access", "institutional repository", "retraction" and "responsible conduct".
Details
Self - plagiarism; Bibliometrics; Bibliometric mapping; Science landscapes
Title
Creating a Self-Plagiarism Research Topic Typology through Bibliometric Visualisation
Author
Kokol, Peter; Zavrsnik, Jernej; Eleznik, Danica; Vosner, Helena Blazun

Publication title
Volume
14
Issue
Pages
221-230
Publication year
2016
Publication date
Sep 2016
Year
2016
Publisher
Dordrecht
Netherlands
Publication subject
ISSN
15701727
Source type
Scholarly Journals
English
Document type
Journal Article
DOI
http://dx.doi.org/10.1007/s10805-016-9258-6
1811038704
Document URL
Copyright
Last updated
2016-08-13
Database
ProQuest Central
Cite
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ebrary e-books
1.
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University Student Online Plagiarism

Wang, Yu-WeiAuthor Information . International Journal on ELearning 7.4 (2008): 743-757.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 27
Hide highlighting
Abstract
TranslateAbstract
This article reports a study investigating university student online plagiarism. The following questions
are investigated: (a) What is the incidence of student online plagiarism? (b) What are student
perceptions regarding online plagiarism? (c) Are there any differences in terms of student
perceptions of online plagiarism and print plagiarism? (d) What factors contribute to student
online plagiarism? (e) What is student perspective regarding the necessity of training? Based on the
findings of the study, this article proposes enculturation as a systemic and comprehensive approach
in curbing student online plagiarism. [PUBLICATION ABSTRACT]
Details
Subject
Studies;
College students;
Plagiarism;
Internet;
University students;
Search engines;
Libraries;
Learning;
Essays;
College campuses;
Behavior
Title
University Student Online Plagiarism
Author
Wang, Yu-Wei
Publication title
International Journal on ELearning
Volume
7
Issue
4
Pages
743-757
Number of pages
15
Publication year
2008
Publication date
2008
Year
2008
Publisher
Association for the Advancement of Computing in Education
Norfolk
United States
Publication subject
Computers, Computers--Internet
ISSN
15372456
Source type
Scholarly Journals
English
The librarian's role in combating plagiarism

Nancy Snyder Gibson; Chester-Fangman, ChristinaAuthor Information . Reference Services
Review 39.1 (2011): 132-150.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 22
Hide highlighting
Abstract
TranslateAbstract
Purpose - The paper aims to discuss the ways in which librarians of different types are
addressing the issue of plagiarism at the institutional and pedagogical levels.
Design/methodology/approach - A 25-question non-quantitative online survey was conducted
regarding: the institutional role of librarians in plagiarism prevention; the collaborations among
librarians and instructors in helping students understand what plagiarism is and how to avoid it;
and the interactions among librarians and students involved in combatingplagiarism. Findings -
More than 90 percent of the 610 respondents report that they have assisted students with citing
sources. Over 70 percent have instructed students about plagiarism in class. Approximately a
quarter have collaborated with other departments regarding plagiarism, conducted or attended
workshops on plagiarism, worked with instructors to redesign assignments, or helped faculty
with tracking possible instances of student plagiarism. Research limitations/implications - This
paper reports on a survey which is not statistically valid. The results of this survey, however, can
shed light on the librarian's role to date in combating plagiarismand suggest future directions.
Practical implications - This survey reports what librarians are doing to address plagiarism at all
levels, and it reflects what is being practiced in the field. Originality/value - While many
librarians have written about plagiarism strategies, this national survey focuses on the work of
librarians at the institutional and pedagogical levels.
Details
Subject
Plagiarism;
Academic libraries;
Polls & surveys;
College students
Company / organization
Name:
Association of College & Research Libraries
NAICS:
813910
Title
The librarian's role in combating plagiarism
Author
Nancy Snyder Gibson; Chester-Fangman, Christina
Publication title
Reference Services Review
Volume
39
Issue
1
Pages
132-150
Publication year
2011
Publication date
2011
Year
2011
Publisher
Bradford
United Kingdom
Publication subject
ISSN
00907324
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/00907321111108169
849324979
Document URL
Copyright
Multi campus investigation of academic dishonesty in

higher education of Pakistan
Ellahi, Abida; Mushtaq, RabiaAuthor Information ; Mohammed Bashir KhanAuthor
Information . The International Journal of Educational Management 27.6 (2013): 647-
666.
1. Full text
2. Full text - PDF
3. Abstract/Details
4. References 81
Hide highlighting
Abstract
TranslateAbstract
Purpose - The worst scandals of the world's top companies have turned the attention of
researchers towards the function of academicinstitutions in ethical training of future business
leaders because the issue of dishonest behaviour of students becomes very severe, when they
exercise the same practice at their place of work. Therefore, the understanding of the factors that
affect student's decisions to engage in academic dishonesty is important
for academic institutions, in order to reduce its occurrence. The purpose of this paper is to
investigate the influence of individual factors, situational factors and ethical factors
on academic dishonesty behaviour of students in Pakistan. Design/methodology/approach - A
questionnaire-based field survey was conducted with 500 students across four universities in
Pakistan. Findings - It has been found that individual, situational and ethical factors affect on
rationalisation ofacademic dishonesty and this rationalisation shapes actual conduct
of academic dishonesty. Moreover, lack of well-defined policies of the academic dishonesty in
higher education is a major determinant of academic dishonesty among students. Practical
implications - The results provide a strong implication for academics. By discouraging such
behaviour, academic institutions can help ensure the integrity of the degrees they offer, and help
to level the fair grade competition among students. Originality/value - The research provides a
profound investigation of individual, situational and ethical factors as predictors of
students' academicdishonesty. The study is pioneering in its nature to explore two common
forms of academic dishonesty, i.e. plagiarism and dual submission among university students.
Furthermore, the study used rationalisation of academic dishonesty as a determinant of the actual
act of academic dishonesty.
Details
Subject
Studies;
Plagiarism;
Dishonesty;
Higher education;
Cheating;
College students;
Internet
Location
Pakistan
Classification
9179: Asia & the Pacific
Title
Multi campus investigation of academic dishonesty in higher education of Pakistan
Author
Ellahi, Abida; Mushtaq, Rabia; Mohammed Bashir Khan
Publication title
The International Journal of Educational Management
Volume
27
Issue
6
Pages
647-666
Publication year
2013
Publication date
2013
Publisher
Bradford
United Kingdom
Publication subject
Business And Economics--Management, Education
ISSN
0951354X
Source type
Scholarly Journals
English
Document type
Feature
DOI
http://dx.doi.org/10.1108/IJEM-03-2012-0039
1412698709
Document URL
Copyright
Last updated
2013-09-19
Building a culture of academic integrity: The role of
communication in creating and changing
understandings and enactments of academic integrity
Broeckelman-Post, Melissa A.Author Information . Ohio University, ProQuest Dissertations
Publishing, 2009. 3371484.
1. Full text - PDF

2. Preview - PDF
3. Abstract/Details
4. References 151
Hide highlighting
Abstract
TranslateAbstract
This dissertation is a longitudinal (four year) applied research investigation of academic integrity
at Ohio University that begins shortly before allegations of plagiarized masters' theses became
widely publicized and chronicles our efforts across the university to curb academic dishonesty
and develop a culture of academic integrity. This project utilized surveys, focus groups,
interviews, archival evidence, and ethnographic experience from my time spent working with the
Russ College as the Academic Integrity Advisor and on the OU Academic Integrity Committee.
Drawing on the work of dialogic, pragmatic, and critical theorists, my primary concern through
this project was to understand howacademic integrity (and deviations from it) are
communicatively constructed and enacted.
The findings of this study are organized around a series of practical and theoretical research
questions. The findings show thatacademic dishonesty is thought of as being comprised of four
dimensions or types: Academic Misconduct, Copying Sentences, Library Misconduct, and
Collaboration. There are significant differences among undergraduate students, graduate
students, and faculty in the perceived seriousness each types of academic dishonesty and changes
in perceived seriousness over time. Qualitatively-derived understandings showed differences in
the way that academic integrity is defined and that academic integrity is conceptualized much
more complexly than described in previous research. Self-reported engagement
in academic dishonesty dropped sharply during the second year, but subsequently increased.
While situational factors seem to contribute most directly to decisions to engage

in academic dishonesty, classroom and institutional factors influence situational contexts.
Situational factors include time pressure, cost-benefit analysis, and knowledge. Classroom
factors include course size, perceived course relevance, course difficulty, assignment type, and
perceived instructor caring. Institutional factors include institutional priorities, resources, stories
with in the institution, and culture.
I conclude by arguing that students, faculty, and academic institutions have a shared
responsibility to enact academic integrity, which should begin with a pursuit of learning and
development. Academic integrity is a socially constructed, evolving construct and that the ways
that we define and enact academic integrity have ethical and practical consequences, particularly
with regard to the potential collective intellectual capital that society will have to solve real
problems.
Details
Subject
Educational sociology;
Communication;
Higher education;
Academic achievement
Classification
0340: Educational sociology
0459: Communication
0745: Higher education
Communication and the
arts; Education; Academic dishonesty; Academicintegrity; Cheating; Communication; Higher
education; Ohio University;Plagiarism
Title
Building a culture of academic integrity: The role of communication in creating and changing
understandings and enactments of academic integrity
Author
Broeckelman-Post, Melissa A.
Publication title
Number of pages
571
Publication year
2009
Publication date
2009
Year
2009
Section
0167
Publisher
Ann Arbor
United States
ISBN
9781109369823
Advisor
Titsworth, Scott
School
Ohio University
School location
Evaluation of an Instructional Activity to

United States -- Ohio
Reduce Plagiarism in the Communication Classroom

Kashian, NicoleAuthor Information ; Cruz, Shannon M; Jang, Jeong-woo; Silk, Kami JAuthor
Information . Journal of Academic Ethics 13.3 (Sep 2015): 239-258.
1. Abstract/Details
Hide highlighting
Abstract
TranslateAbstract
Plagiarism is a prevalent form of academic dishonesty in the undergraduate instructional context.
Although students engage inplagiarism with some frequency, instructors often do little to help
students understand the significance of plagiarism or to create assignments that reduce its
likelihood. This study reports survey, coding, and TurnItIn software results from an evaluation of an
instructional activity designed to help students improve their understanding of plagiarism, the
consequences of plagiarizing, strategies to help them engage in ethical writing, and key citation
elements. Results indicate students had a greater understanding ofplagiarism, increased efficacy,
and fewer instances of plagiarism as determined by TurnItIn plagiarism software after exposure to
an instructional activity on plagiarism. Not surprisingly, when instructors prioritize academic honesty
in their classrooms, train students on how to integrate others' works, cite sources appropriately, and
use plagiarism detection software, students are less likely to plagiarize. The discussion includes
suggestions for instructors to help them create a plagiarism-free environment.
Details
Subject
Plagiarism;
Classroom discussion;
Classroom management;
Instructional design;
Educational software
Student plagiarism; Plagiarism prevention; Plagiarism instruction;Plagiarism reduction; Plagiarism de
tection software; Academic dishonesty
Title
Evaluation of an Instructional Activity to Reduce Plagiarism in the Communication Classroom
Author
Kashian, Nicole; Cruz, Shannon M; Jang, Jeong-woo; Silk, Kami J
Publication title
Volume
13
Issue
3
Pages
239-258
Publication year
2015
Publication date
Sep 2015
Year
2015
Publisher
Dordrecht
Netherlands
Publication subject
ISSN
15701727
Source type
Scholarly Journals
English
Document type
Journal Article
DOI
Plagiarism in high schools: A case study of how

teachers address a perpetual dilemma
Newlon, Geraldine J.. West Virginia University, ProQuest Dissertations Publishing, 2009. 3377507.
1. Full text - PDF
2. Preview - PDF
3. Abstract/Details
4. References 54
Hide highlighting
Abstract
TranslateAbstract
This was a multiple case study of all the 12th grade English teachers in one West Virginia county
school system. Qualitative data collection methods involving teacher interviews and analysis of
classroom handouts were utilized to reveal how they addressplagiarism. Demographic statistics
about the communities and schools was examined to enable comparisons between the schools
and the participants. The research questions guiding this study were: (a) What are secondary
English teachers perspectives onplagiarism, and (b) What are secondary English teachers'
practices on plagiarism. Data were collected and analyzed for any patterns, extremes, or
relevancy to the related literature. Then significant quotes were copied and pasted from interview
transcripts into tables containing plagiarism related topics. Document data were also coded and
examined for a relationship to interview data. Data revealed that English teachers of students in
advanced classes and students in schools with a higher socioeconomic status felt their students
plagiarized less and for more honorable reasons than did teachers of students in regular education
classes located in more rural, less well-off communities. The data revealed English teachers
spent a great deal of time, most of one grading period, six or seven weeks, for instruction of the
research project. Data indicated most English teachers enforced either an oral or written policy
on plagiarismthat usually includes a grade cut as the sole consequence. The opportunities for
students to plagiarize and for teachers to detectplagiarism continued to evolve as their use of
technology evolved. English teachers can help prevent plagiarism by insuring their instruction on
research and writing is meaningful and comprehended by their students. All English teachers can
help preventplagiarism in any instance by having a communicated policy to deal with instances
of plagiarism that involves discipline beyond simply the expected grade cut.
Details
Subject
Language arts;
Secondary education;
Plagiarism;
Case studies;
Teachers
Classification
0279: Language arts

0533: Secondary education
Education; Academic dishonesty; High schools; Plagiarism
Title
Plagiarism in high schools: A case study of how teachers address a perpetual dilemma
Author
Newlon, Geraldine J.
Publication title
Number of pages
189
Publication year
2009
Publication date
2009
Year
2009
Section
0256
Publisher
Ann Arbor
United States
ISBN
9781109451498
Advisor
Shambaugh, Neal
School
West Virginia University
School location
United States -- West Virginia
Degree
Ed.D.
Source type
English; EN
Document type
Dissertation/Thesis
3377507
305028543
Document URL
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Last updated
2016-06-03
Database
ProQuest Central
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Language arts
Secondary education
Plagiarism
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Teachers
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The puzzle of Internet plagiarism and instructional

design: Helping high school teachers put the pieces

1. Full text - PDF

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Although Chinese university students' perceptions of plagiarism have been extensively

English as a second language--ESL;

Chinese university EFL teachers' perceptions of plagiarism

Lei, Jun; Hu, Guangwei

Springer Science & Business Media

Springer Science+Business Media Dordrecht 2015

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English as a second language--ESL

Who Owns This Text? : Plagiarism, Authorship, and Disciplinary Cultures

Academic Writing and Plagiarism : A Linguistic Analysis (1)

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Technology enhanced learning and plagiarism in

Entrepreneurship education and plagiarism: tell me

Purpose - This paper seeks to contribute to entrepreneurship education research by exploring

9520: Small business

O'Dwyer, Michele; Risquez, Angelica; Ledwith, Ann

Journal of Small Business and Enterprise Development

Emerald Group Publishing, Limited

Business And Economics--Small Business

Copyright Emerald Group Publishing Limited 2010

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Who Owns This Text? : Plagiarism, Authorship, and Disciplinary Cultures

Academic Writing and Plagiarism : A Linguistic Analysis (1)

2. Full text - PDF

Purpose - This paper seeks to contribute to entrepreneurship education research by exploring

9520: Small business

O'Dwyer, Michele; Risquez, Angelica; Ledwith, Ann

Journal of Small Business and Enterprise Development

Emerald Group Publishing, Limited

Business And Economics--Small Business

Copyright Emerald Group Publishing Limited 2010

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Who Owns This Text? : Plagiarism, Authorship, and Disciplinary Cultures

Academic Writing and Plagiarism : A Linguistic Analysis (1)

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An Academic Publisher's Response to Plagiarism

Journal of Business Ethics

Springer Science & Business Media

Business And Economics, Law

Springer Science+Business Media B.V. 2011

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Who Owns This Text? : Plagiarism, Authorship, and Disciplinary Cultures

Academic Writing and Plagiarism : A Linguistic Analysis (1)

Evaluation of cheating detection methods in academic

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Evaluation of cheating detection methods in academic writings

Patel, Ahmed; Bakhtiyari, Kaveh; Taghavi, Mona

Emerald Group Publishing, Limited

Library And Information Sciences--Computer Applications

Copyright Emerald Group Publishing Limited 2011

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Who Owns This Text? : Plagiarism, Authorship, and Disciplinary Cultures

Academic Writing and Plagiarism : A Linguistic Analysis (1)

1. Full text - PDF

0745: Higher education