Abstract
Preventing students' plagiarism is an important issue at Higher Education Institutions (HEI) since teachers are the ones who are primarily involved in plagiarism prevention. They have to explain to students what plagiarism is and to teach them how to avoid plagiarism. A survey conducted under the research project on the Impact of Policies for Plagiarism in Higher Education Across Europe (IPPHEAE) has collected thousands of questionnaires from both students and teachers of several HEIs at various EU countries. The project addressed several research questions relating to plagiarism. This paper compares and contrasts the overall data collected on students’ and teachers' attitude towards academic writing and their perception of plagiarism and plagiarism penalties as well as their knowledge of institutional policy/procedures on plagiarism. On the basis of the results obtained it would appear that changes in teachers’ attitude and a better understanding of students' educational needs and perception of plagiarism may provide the means to enable HEIs to help students to avoid plagiarism in a more effective way.
Highlights
Plagiarism is becoming an important issue of increasing concern in our societies these days
We have examined the answers to a survey conducted under the IPPHEAE project with a focus on plagiarism policies, procedures, prevention and penalties at various Higher Education Institutions (HEI) in EU countries across Europe
Training in techniques for scholarly academic writing The majority of EU students and teachers agreed (>62%) that students receive training in techniques for scholarly academic writing and anti-plagiarism issues during their studies
Summary
Plagiarism is becoming an important issue of increasing concern in our societies these days. Risquez, O’Dwyer and Ledwith (2013) found that students declare a personal interest in plagiarism and consider plagiarising to be generally bad and punishable, they fail to distinguish specific cases of plagiarism. Three of them were quite similar to ones examined in this paper and shows that students are able to recognise clear cases of plagiarism, but often fail when additional circumstances are mentioned. Many students may omit citing and referencing because they are not able to recognise where it is required to do so (Risquez et al, 2013), committing plagiarism unintentionally. Regarding teachers, they usually do not punish plagiarism intentionally. Most often they regard plagiarism as a failure on their part, and either they do not look for cases of plagiarism or they choose to ignore them (SutherlandSmith, 2005)
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