Faculty Perceptions of Self-Plagiarism and Other Forms of Academic Dishonesty Among University Students

Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review

“…Of particular interest was her finding that 71% of faculty respondents did not believe that selfplagiarism was well defined, but 93% percent believed that students whose work built on previous assignments achieved deeper learning. Vincent Robinson (2016) also found that 87% believed that faculty were responsible for teaching students about appropriate behaviours regarding self-plagiarism. Overall, Vincent Robinson's findings showed that faculty found the topic of self-plagiarism confusing but acknowledged their role in guiding students in avoiding it.…”

“…Secondary research 12 Amos, 2014;Cheung & Driver, 2004;Elbeck, 2009;Errami et al 2007;Halupa, 2014;Horbach & Halffman, 2017;Ison, 2012Ison, , 2015Kokol et al 2016;Roig, 2005;Schein & Paladugu, 2001;Sun & Yang, 2015. Primary research 8 Bretag & Carapiet, 2007;Halupa & Bolliger, 2013Halupa, Breitenbach, & Anast, 2016;Jones, 2011;Mkhize et al, 2009;Roig & Ballew, 1994;Vincent Robinson, 2016. Non-consensus 9 Bird, 2002Bruton & Rachal, 2015;Collberg et al, 2003b;Fisher & Partin, 2014;Holt, 2007;Kainins, Halm & Castillo, 2015;Martin, 2013;Rogerson & McCarthy, 2017;Rosenzweig & Schnitzer, 2013.…”

“…Roig & Ballew's (1994) found that students' attitudes to cheating and plagiarism in general were laxer than that of professors, recommending that professors take "a firm position" and offer students direct instruction about what is considered acceptable and unacceptable. Vincent Robinson's (2016) doctoral research specifically addressed faculty perceptions of self-plagiarism among university students. She surveyed 201faculty members in the United States and found that non-tenured faculty were more likely to identify self-plagiarism in student work and online faculty were more likely than campus-based faculty to perceive higher levels of plagiarism among students.…”

“…She surveyed 201faculty members in the United States and found that non-tenured faculty were more likely to identify self-plagiarism in student work and online faculty were more likely than campus-based faculty to perceive higher levels of plagiarism among students. Faculty perceived that graduate students, in general, engage in academically dishonest behavior less often than undergraduates (Vincent Robinson, 2016). Of particular interest was her finding that 71% of faculty respondents did not believe that selfplagiarism was well defined, but 93% percent believed that students whose work built on previous assignments achieved deeper learning.…”

“…Recommendation 3: More explicit guidance for professors with regards to supporting graduate students. Vincent Robinson (2016) pointed out that faculty members feel responsible for teaching their students how to act with integrity in terms of research and publication but lack the knowledge and confidence with regards to how to go about doing that. Faculty members require practical and operational guidance on how to address the topic of self-plagiarism among students.…”