Plagiarism Due to Generational Misunderstanding


  • Thomas Dyer Grand Canyon University
  • John Steele Grand Canyon University
  • Rick Holbeck Grand Canyon University
  • Scott Greenberger Grand Canyon University



plagiarism, misunderstanding, generational misunderstanding, online education


This study explores how faculty members approach plagiarism due to misunderstanding with regard to intentional plagiarism and coaching for students through a generational lens. Plagiarism continues to mystify higher education faculty and administrators. Prior research alludes to three types of plagiarism: theft, deception, and misunderstanding. Stakeholders in higher education approach the issue of plagiarism in various ways leaving room for different interpretations of plagiarism of misunderstanding. Previous research produced three categories of misunderstanding in plagiarism: cultural, generational, and academic enculturation. This manuscript focuses on plagiarism as misunderstanding from a generational perspective. The sample includes (n=333) online faculty members. The study results note significant differences in how full-time and part-time online faculty approach plagiarism due to generational circumstances. The other significant finding displays differences between college associations in how faculty approach plagiarism issues to generational aspects.