Why do students plagiarise? Informing higher education teaching and learning policy and practice

Datos Bibliográficos

ID4813637
AutoresDarshini Ayton (0000-0002-2754-2024, Monash University, autor de correspondencia), C Hillman (Monash University), Carrie M Hillman (Monash University), K Hatzikiriakidis (0000-0001-5662-2958, Monash University), T Tsindos (0000-0001-5210-0378, Monash University), Shyama Sadasivan (0000-0002-0181-5223, Monash University), Steven Maloney (0000-0003-2612-5162, Monash University), P Bragge (0000-0003-0745-5131, BehaviourWorks Australia, Monash Sustainable Development Institute, Monash University, Melbourne, Australia), B Diug (0000-0001-5582-9981, Monash University), D Illic (0000-0001-5127-9185, Monash University)
Año2022
Volumen47
Número9
Páginas1921-1934
Fecha de publicación2022-09-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2021.1985103
OpenAlexW3201994310
IdiomaEN
Citas recibidas6
Referencias citadas19

Several interventions have been implemented across higher education institutions with the aim of reducing the prevalence of plagiarism internationally, yet research dedicated to understanding the situational and contextual factors that contribute to plagiarism in an Australian context has been minimal. The objectives of this study were to explore the experiences, views, and understandings of plagiarism from the perspectives of students and teaching staff, and to identify the perceived barriers and enablers of ‘ethical’ academic writing. The Capabilities, Opportunities, Motivations, and Behaviour (COM-B) model was used as the theoretical framework for this study. Semi-structured interviews and focus groups were conducted with 37 undergraduate students and seven university teaching staff recruited across four health-related academic disciplines within Australia’s largest university to elicit their perceptions of plagiarism and the factors that contribute to its prevalence. A total of 16 themes were identified and divided across the Capabilities, Opportunities, and Motivations domains of the COM-B model. Each of the themes within these three domains were classified as either a barrier or enabler of ethical academic writing. The findings reported herein provide the basis of several recommendations for intervention through teaching practice and university policy change to reduce the prevalence of plagiarism within higher education institutions

Enabling · Focus group · Higher education · Medical education · Pedagogy · Perception · Political science · Psychological intervention · Situational ethics · Sociology · Academic integrity and plagiarism · Artificial Intelligence in Healthcare and Education · Medicine · Psychology · Social Psychology