ABSTRACT
In Chapter 1, the snapshots of six staff discussing their responses and perceptions of plagiarism in the Board Room of South-Coast University, Melbourne, Australia were presented. These mini-portraits were drawn from detailed responses of 48 teachers involved in my research study from 2004-2005 at South-Coast University. These teachers were asked to define and explain their understandings of plagiarism and also discuss how they applied these understandings in their approaches to teaching and learning. In other words, their conceptual frameworks and their pedagogical approaches to the issue of plagiarism in their classrooms were sought. These views were then mapped onto the plagiarism continuum model that was drawn from the literature and previous studies (see Chapters 2-4). The teachers who give voice to their ideas in this chapter are selected from
Language Bridging Program, operating through the language support arm of the university. Some of them also use anti-plagiarism software (specifically Turnitin) as one of their plagiarism detection strategies. The teachers, male and female, range in age from 27 years to 55 years and include those who are both very experienced teachers as well as those relatively new to the tertiary sphere of teaching.
