The Antecedents of Plagiarism in Higher Education: Support Tools for Teaching Staff
Gustavo Lannelongue*, Jorge Matías-Pereda and Javier González-Benito
University of Salamanca, Faculty of Economics and Business, Campus Miguel de Unamuno, Salamanca, Spain
- *Corresponding Author:
- Gustavo Lannelongue
University of Salamanca, Faculty of Economics and Business
Campus Miguel de Unamuno, Salamanca 37007, Spain
Tel: +34 923294500, Ext: 3329
Fax: +34 923294715
E-mail: [email protected]
Received February 05, 2016; Accepted April 29, 2016; Published May 06, 2016
Citation: Lannelongue G, Matías-Pereda J, González-Benito J (2016) The Antecedents of Plagiarism in Higher Education: Support Tools for Teaching Staff. Arabian J Bus Manag Review 6:227.
Copyright: © 2016 Lannelongue G, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Numerous studies have described the causes of plagiarism within higher education, either by focusing on contextual factors or on individual reasons. Few of these, however, help teaching staff when seeking to reduce or control this plagiarism. This paper analyses a series of factors of voluntary and involuntary plagiarism that may be taken into account in teaching strategies. Furthermore, it provides empirical evidence using data from antiplagiarism software and from a survey involving 92 university students. The study’s main conclusions are that the more straightforward a task is and the less information students have available to them, the less the likelihood of deliberate plagiarism. By contrast, it is shown that the greater students’ instruction regarding the citation system, the lower their propensity to involuntary plagiarism.