ABSTRACT
It is clear that plagiarism continues to be of concern to universities, teachers, policy-makers and students. Although all acknowledge that it is an issue to be taken seriously at an institutional level, there does not appear to be a consistent manner across institutions of addressing plagiarism. In short, it is unclear in many cases how the responsibility for plagiarism is shared between the institution, teachers and students. In some institutions, it is uncertain who is responsible for dealing with allegations of plagiarism and the processes that should be followed. In institutions other than those where there is a zero tolerance policy, it is often imprecise as to who will decide whether plagiarism is “proven” or not. University policies often are silent on what happens to students where plagiarism allegations are proven and the student is permitted to continue their studies. What responsibil-
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“plagiarism police”1 as Jude Carroll terms it. This chapter outlines some ongoing issues in plagiarism for teachers and institutions, as well as some responses. The chapter concludes with suggestions as to ways in which the plagiarism continuum can help reconceptualize learning and teaching practices with respect to plagiarism in academic writing.
