Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/108709
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Type: Journal article
Title: An integrated academic literacy approach to improving students’ understanding of plagiarism in an accounting course
Author: Powell, L.
Singh, N.
Citation: Accounting Education: An International Journal, 2016; 25(1):14-34
Publisher: Taylor & Francis
Issue Date: 2016
ISSN: 0963-9284
1468-4489
Statement of
Responsibility: 
Lisa Powell and Nishani Singh
Abstract: Plagiarism in higher education is a widespread and complex issue. Students’ understanding of plagiarism differs as a result of combining their prior learning about referencing with their current experience of institutional policies and generic resources. Plagiarism was identified as a major learning issue in a core second-year undergraduate accounting course at an Australian university. The purpose of this field study was to implement and evaluate an educative, integrated, discipline-specific intervention designed to address this learning issue. In the study, the theoretical and practical components of understanding plagiarism are identified as conceptualisation and application. Evaluation of students’ questionnaire responses pre and post the implementation of the intervention showed an improvement in their understanding of plagiarism, both conceptually and in the application of their knowledge. Furthermore, students’ reflections evidenced that they perceived positive changes in their understanding of plagiarism post intervention.
Keywords: Plagiarism; accounting; educative intervention; integrated
Rights: © 2016 Taylor & Francis
DOI: 10.1080/09639284.2015.1133311
Appears in Collections:Aurora harvest 8
Business School publications

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