Understanding how faculty members act when faced with plagiarism: A cross-cultural study

Debora Gottardello*, Solmaz Filiz Karabag

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

This work develops the research into academic integrity in higher education and how this is ensured. The study collected data via semi-structured interviews with business management teachers at universities in several different countries. Participants discussed the strategies they used to detect plagiarism. An interpretive approach was therefore used to consider their plagiarism experiences. One key finding that emerged that is relevant to policymaking in the higher education sector is that plagiarism issues and methods of dealing with them should be regulated in a uniform manner. As such, the ways that teachers deal with such issues should always adhere to the policies of the university, and such policies should consider the seriousness of the infraction and respond accordingly. Such an approach would necessitate a standardized way of addressing the problem and support members of the faculty to contribute to developing and academic culture that prioritizes integrity.

Original languageEnglish
Title of host publicationSecond Handbook of Academic Integrity
EditorsSarah Elaine Eaton
Number of pages22
ISBN (Electronic)9783031541445
ISBN (Print)9783031541438
Publication statusPublished - 18 Feb 2024

Publication series

NameSpringer International Handbooks of Education
VolumePart F2304
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

Keywords / Materials (for Non-textual outputs)

  • academic integrity
  • business schools
  • ChatGPT
  • cheating
  • cultural context
  • higher education
  • information technology
  • plagiarism
  • teacher response
  • teacher role


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