Plagiarism : proactive prevention instead of reactive punishment Volkov, Arabella, Volkov, Michael and Tedford, Peter 2011, Plagiarism : proactive prevention instead of reactive punishment, E-journal of business education and scholarship of teaching, vol. 5, no. 2, pp. 22-35. Attached Files Name Description MIMEType Size Downloads volkov-plagiarismproactive-2011-3.pdf Published version application/pdf 173.44KB 544 Title Plagiarism : proactive prevention instead of reactive punishment Author(s) Volkov, Arabella Volkov, Michael orcid.org/0000-0002-2459-4515 Tedford, Peter Journal name E-journal of business education and scholarship of teaching Volume number 5 Issue number 2 Start page 22 End page 35 Total pages 14 Publisher Australian Business Education Research Association Place of publication [Mapleton, Qld.] Publication date 2011 ISSN 1835-9132 Keyword(s) plagiarism tertiary education quality teaching Summary Purpose - This study investigated whether providing university students with extra feedback regarding their referencing improves their referencing confidence and reduces their propensity to plagiarise. The study also sought to increase our understanding of what factors underlie student plagiarism. Design/methodology/approach - Undergraduate and post-graduate accounting students were surveyed regarding their experience when completing a formative essay designed to give feedback on their referencing ability. All students in one undergraduate and one postgraduate accounting course were invited to participate in a post-assessment, electronically administered survey consisting of sixteen question. Findings - The results indicate that a considerable number of the students perceived the formative assessment to be of benefit with respect to improving their referencing confidence. A significant proportion of the students indicated that their understanding of what constitutes plagiarism and their confidence in avoiding plagiarism improved as a result of the assessment and its associated feedback. Research limitations/implications - This study supports the provision of assessment designed to assist students with improving their ability to both recognise and avoid plagiarism in their written work. However, this research has not investigated whether these types of exercises lead to an actual reduction in the incidence of plagiarism in tertiary student cohorts. This is an area for future research. Language eng Field of Research 150599 Marketing not elsewhere classified Socio Economic Objective 930103 Learner Development HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2011, e-JBEST Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30041787 Document type: Journal Article Collections: Faculty of Arts and Education Faculty of Business and Law School of Management and Marketing Higher Education Research Group Open Access Collection Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Sat, 28 Jan 2012, 11:52:30 EST Sat, 28 Jan 2012, 12:15:14 EST Mon, 30 Jan 2012, 10:51:24 EST Mon, 30 Jan 2012, 10:54:28 EST Thu, 09 Feb 2012, 11:54:15 EST Tue, 14 Oct 2014, 07:47:00 EST Tue, 05 Dec 2017, 12:28:34 EST Fri, 07 Sep 2018, 15:42:24 EST Filtered Full Citation counts:   Cited 7 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 1175 Abstract Views, 550 File Downloads  -  Detailed Statistics Created: Sat, 28 Jan 2012, 11:52:22 EST by Katrina Fleming