Title:
Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps
Authors:
Sarah Elaine Eaton (University of Calgary), Cristina Fernández Conde (University of Calgary), Stefan Rothschuh, Melanie Guglielmin & Benedict Kojo Otoo
Published:
Alberta Journal of Educational Research (AJER), Volume 66, Number 6, 15 December 2020
Abstract:
This mixed methods case study investigated faculty perspectives and practice around plagiarism in a Western Canadian faculty of education. Data sources included interviews, focus groups, and a survey. Findings showed that participants (N = 36) were disinclined to follow established procedures. Instead, they tended to deal with plagiarism in informal ways without reporting cases to administration, which resulted in a disconnect between policy and practice. The emotional impact of reporting plagiarism included frustration with the time required to document a case, and fear that reporting could have a negative effect on one’s employment. Recommendations include approaches that bridge the gap between policy and practice.