Journal of Academic Ethics

, Volume 11, Issue 4, pp 297–310 | Cite as

Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-university Study

  • Colleen Halupa
  • Doris U. Bolliger


The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty members from two private universities at three different sites was surveyed in Fall 2012 semester regarding their perceptions of student self-plagiarism. A total of 89 faculty responded for a return rate of 26.2 %. Overall, institutional policies on self-plagiarism did not exist and faculty did not clearly understand the concept and believed their students did not either. Although faculty agreed students need to be educated on self-plagiarism, faculty assumed students had previously been educated on plagiarism as well as self-plagiarism; only 13 % ensured students understood this concept.


Faculty perceptions Self-plagiarism Recycling Academic honesty 


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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Curriculum Design and TechnologyLeTourneau UniversityLongviewUSA
  2. 2.School of Health ManagementA.T. Still UniversityKirksvilleUSA
  3. 3.A.T. Still UniversityMesaUSA
  4. 4.College of Education, Department of Professional StudiesUniversity of WyomingLaramieUSA

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