Abstract
This article shares the findings of a study investigating institutional policy definitions of plagiarism at twenty English-speaking Canadian universities. The types of primary sources consulted for this study included: (1) university academic calendars for 2016–2017, (2) institutional policies on academic misconduct, and (3) student academic codes of conduct. Sources were analyzed in comparative tabular and narrative form. Results show wide variation in institutional definitions of plagiarism as a specific subset of academic misconduct. The conclusions call for a coordinated effort among Canadian universities to develop a common framework of academic integrity that includes clear and explicit definitions for plagiarism, as well as other forms of academic dishonesty, that are consistent across provinces.
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This study was provided by the University of Calgary Werklund School of Education Scholarship of Teaching and Learning Grant.
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Eaton, S.E. Comparative Analysis of Institutional Policy Definitions of Plagiarism: A Pan-Canadian University Study. Interchange 48, 271–281 (2017). https://doi.org/10.1007/s10780-017-9300-7
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DOI: https://doi.org/10.1007/s10780-017-9300-7