Journal of Academic Ethics

, Volume 14, Issue 3, pp 175–189 | Cite as

A Self-Plagiarism Intervention for Doctoral Students: A Qualitative Pilot Study

  • Colleen M. Halupa
  • Erin Breitenbach
  • Adrian Anast


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did not believe self- plagiarism was a serious academic offense and think they own their intellectual property and unpublished works.


Self-plagiarism Self-plagiarism intervention Student perceptions Academic honesty Plagiarism detection programs Self-plagiarism prevention 


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Copyright information

© Springer Science+Business Media Dordrecht 2016

Authors and Affiliations

  • Colleen M. Halupa
    • 1
    • 2
  • Erin Breitenbach
    • 1
  • Adrian Anast
    • 1
  1. 1.A. T. Still UniversityKirksvilleUSA
  2. 2.East Texas Baptist UniversityMarshallUSA

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