Time for a more inclusive definition of plagiarism?
Author
Editor
- Chris Rust
Summary, in English
Commonly used definitions of plagiarism are misleading in that they seem to indicate that 1) plagiarism is associated with either intent or ignorance and that 2) the requirements for claiming ownership can be uniquely defined. However, the differences between coexisting socio-cultural contexts are large enough that a clear case of plagiarism in one context might even be considered as good practice in another. At the same time, being accused of plagiarism is one of the most serious allegations that can be made in academia and is not surprisingly often associated with strong emotions. Thus, accepting and trying to understand the differences between different contexts might feel threatening to a scientist as such an endeavour might result in questioning the integrity of ones own work.
In an attempt to address these problems I propose the use of definitions of plagiarism that are more inclusive and that explicitly address the socio-cultural perspective.
In an attempt to address these problems I propose the use of definitions of plagiarism that are more inclusive and that explicitly address the socio-cultural perspective.
Publishing year
2010
Language
English
Pages
194-200
Publication/Series
Improving Student Learning
Volume
17
Issue
For the Twenty-First Century Learner
Document type
Conference paper
Publisher
Oxford Centre for Staff and Learning Development
Topic
- Chemical Engineering
- Pedagogy
Keywords
- cultural perspective
- higher education
- academic conduct
Conference name
17th Improving Student Learning Symposium, 2009
Conference date
2009-09-07 - 2009-09-09
Conference place
London, United Kingdom
Status
Published
ISBN/ISSN/Other
- ISBN: 1-873576-79-3