Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study

Authors

  • Lokesh Ramnath Maharajh University of KwaZulu-Natal

DOI:

https://doi.org/10.31686/ijier.vol9.iss1.2893

Keywords:

plagiarism, reference, focus group, undergraduate students

Abstract

Plagiarism is a matter of great concern to those who teach in higher education. The increase in technology has resulted in plagiarism becoming a source of anxiety for many students. Universities are continually being called upon to devote more time and resources to combating plagiarism. However, what of their understanding of students’ attitudes towards and understandings of plagiarism? It is critical to understand student perceptions towards plagiarism to develop approaches to combat plagiarism. This paper reports on a focus group study that generated qualitative data on students’ perceptions of plagiarism. Informal group discussions were held with first-year students to show how plagiarism appears from the undergraduate student's perspective. An interview schedule was developed to provide an overall direction for the discussion. The schedule followed a semi-structured, open-ended format to enable participants to set their agenda. The analysis revealed that students lack understanding of plagiarism, have certain assumptions about plagiarism, and have negative attitudes towards assigned tasks. This paper argues that there is merit in understanding students’ perspectives regarding plagiarism to develop successful strategies to promote academic integrity and prevent plagiarism. The paper concludes with a recommendation that lecturers at tertiary institutions need to teach explicitly plagiarism, how to avoid it, and referencing.

 

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Author Biography

Lokesh Ramnath Maharajh, University of KwaZulu-Natal

Senior Lecturer, School of Education

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Published

2021-01-01
CITATION
DOI: 10.31686/ijier.vol9.iss1.2893

How to Cite

Maharajh, L. R. (2021). Exploring University Students’ Perceptions of Plagiarism: A Focus Group Study. International Journal for Innovation Education and Research, 9(1), 230–245. https://doi.org/10.31686/ijier.vol9.iss1.2893
Received 2020-12-10
Accepted 2020-12-21
Published 2021-01-01