Plagiarism, the Internet, and Student Learning : Improving Academic Integrity book cover
1st Edition

Plagiarism, the Internet, and Student Learning
Improving Academic Integrity

ISBN 9780415432931
Published April 25, 2008 by Routledge
236 Pages

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Book Description

Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed. It offers a new way to conceptualize plagiarism and provides a framework for professionals dealing with plagiarism in higher education.

Sutherland-Smith presents a model of plagiarism, called the plagiarism continuum, which usefully informs discussion and direction of plagiarism management in most educational settings. The model was developed from a cross-disciplinary examination of plagiarism with a particular focus on understanding how educators and students perceive and respond to issues of plagiarism. The evolution of plagiarism, from its birth in Law, to a global issue, poses challenges to international educators in diverse cultural settings. The case studies included are the voices of educators and students discussing the complexity of plagiarism in policy and practice, as well as the tensions between institutional and individual responses. A review of international studies plus qualitative empirical research on plagiarism, conducted in Australia between 2004-2006, explain why it has emerged as a major issue. The book examines current teaching approaches in light of issues surrounding plagiarism, particularly Internet plagiarism. The model affords insight into ways in which teaching and learning approaches can be enhanced to cope with the ever-changing face of plagiarism. This book challenges Higher Education educators, managers and policy-makers to examine their own beliefs and practices in managing the phenomenon of plagiarism in academic writing.

Table of Contents



Chapter 1 The plagiarism continuum

Chapter 2 The birth of plagiarism

Chapter 3 The six elements of plagiarism

Chapter 4 Plagiarism – a global issue

Chapter 5 Plagiarism and the Internet

Chapter 6 Teachers’ perceptions of plagiarism

Chapter 7 Students’ perceptions of plagiarism

Chapter 8 Plagiarism – ongoing issues



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Wendy Sutherland-Smith is a Senior Lecturer in the Faculty of Education at Monash University, Australia. She has been actively involved in researching issues of plagiarism in academic writing for the past decade, including her doctoral research thesis. She has recently spearheaded a year-long funded research project to gauge the effectiveness of commercial anti-plagiarism software in universities. Wendy is an active member of the international academic integrity community and her research interests span issues of cyberethics, social justice and ethics in education.


"While this book has been principally written for higher education teachers, managers and policy-makers, it would also assist lawyers who are asked to advise universities and authors about the growing issues surrounding plagiarism." -- Sharon Givoni, 2008, Internet Law Bulletin

"The significance of this book, especially the plagiarism continuum model as presented, extends beyond its excellent depth and breadth of research and theoretical sophistication. In particular, it provides a means of conceptualising plagiarism and directions on how to respond to the changes that the phenomenon of plagiarism poses for all parties in the education area. It also presents a holistic approach for all parties including staff, students and the university to share the responsibility for academic integrity rather than leaving the responsibility to any one stakeholder. To the author’s credit, indeed, it is a timely and practical handbook for all teachers, administrators and policy makers to navigate in the mushy ‘plagiarism’ land."--Helen Song Turner, Australian Universities Review, Vol. 51, No. 2, 2009

"Sutherland-Smith's treatment of the topic of plagiarism and its attendant issues is both refreshing and educative. Her narrative style is engaging and grounds the work in a practical context."--Gerry White, Australian Journal of Education, August 2009: 209-211