Abstract
Computer technology and the Internet now make plagiarism an easier enterprise. As a result, faculty must be more diligent in their efforts to mitigate the practice of academic integrity, and institutions of higher education must provide the leadership and support to ensure the context for it. This study explored the use of a plagiarism detection system to deter digital plagiarism. Findings suggest that when students were aware that their work would be run through a detection system, they were less inclined to plagiarize. These findings suggest that, regardless of class standing, gender, and college major, recognition by the instructor of the nature and extent of the plagiarism problem and acceptance of responsibility for deterring it are pivotal in reducing the problem.
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