Abstract
The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty members from two private universities at three different sites was surveyed in Fall 2012 semester regarding their perceptions of student self-plagiarism. A total of 89 faculty responded for a return rate of 26.2 %. Overall, institutional policies on self-plagiarism did not exist and faculty did not clearly understand the concept and believed their students did not either. Although faculty agreed students need to be educated on self-plagiarism, faculty assumed students had previously been educated on plagiarism as well as self-plagiarism; only 13 % ensured students understood this concept.
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Halupa, C., Bolliger, D.U. Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study. J Acad Ethics 11, 297–310 (2013). https://doi.org/10.1007/s10805-013-9195-6
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DOI: https://doi.org/10.1007/s10805-013-9195-6