Time for a more inclusive definition of plagiarism?

Summary, in English

Commonly used definitions of plagiarism are misleading in that they seem to indicate that 1) plagiarism is associated with either intent or ignorance and that 2) the requirements for claiming ownership can be uniquely defined. However, the differences between coexisting socio-cultural contexts are large enough that a clear case of plagiarism in one context might even be considered as good practice in another. At the same time, being accused of plagiarism is one of the most serious allegations that can be made in academia and is not surprisingly often associated with strong emotions. Thus, accepting and trying to understand the differences between different contexts might feel threatening to a scientist as such an endeavour might result in questioning the integrity of ones own work.

In an attempt to address these problems I propose the use of definitions of plagiarism that are more inclusive and that explicitly address the socio-cultural perspective.

• Författare: Mattias Alveteg
• Redaktör: Chris Rust
• Avdelning/ar: Avdelningen för kemiteknik; Centre for Engineering Education CEE
• Publiceringsår: 2010
• Språk: Engelska
• Sidor: 194-200
• Publikation/Tidskrift/Serie: Improving Student Learning
• Volym: 17
• Issue: For the Twenty-First Century Learner
• Dokumenttyp: Konferensbidrag
• Förlag: Oxford Centre for Staff and Learning Development
• Ämne: Chemical Engineering; Pedagogy
• Nyckelord: cultural perspective; higher education; academic conduct
• Conference name: 17th Improving Student Learning Symposium, 2009
• Conference date: 2009-09-07 - 2009-09-09
• Conference place: London, United Kingdom
• Status: Published
• ISBN/ISSN/Övrigt: ISBN: 1-873576-79-3