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Entrepreneurship education and plagiarism : tell me lies, tell me sweet little lies

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dc.contributor.author O'Dwyer, Michele
dc.contributor.author Risquez, Angelica
dc.contributor.author Ledwith, Ann
dc.date.accessioned 2011-05-27T11:43:13Z
dc.date.available 2011-05-27T11:43:13Z
dc.date.issued 2010
dc.identifier.citation Michele O'Dwyer, Angelica Risquez, Ann Ledwith, (2010) "Entrepreneurship education and plagiarism: tell me lies, tell me sweet little lies", Journal of Small Business and Enterprise Development, Vol. 17 Iss: 4, pp.641 - 651 en_US
dc.identifier.uri http://hdl.handle.net/10344/1038
dc.description peer-reviewed
dc.description.abstract Purpose – This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid plagiarism. Design/methodology/approach – The study is based on a questionnaire administered to 205 undergraduate university entrepreneurship students, combining self-reported data with behavioural measures. Findings – The results illustrate that, although entrepreneurship students have a clear conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to accurately recognise material which needs to be referenced, they do not see use of non-referenced material as being in breach of academic guidelines. The students also perceive lecturers to be more concerned with plagiarism than the students themselves or the university. Research limitations/implications – The research identifies a clear divergence between students' claims about their ethical stance regarding plagiarism and their ability to recognise it as a breach of academic guidelines. Practical implications – The practical implications for entrepreneurship education are: first, the university needs to emphasise to entrepreneurship students that plagiarism is a breach of academic guidelines which will be treated as a serious offence. Second, the university, in partnership with lecturers, must adopt experiential learning approaches to improve plagiarism avoidance skills. Originality/value – The study supports previous research which identified that students held strong ethical views regarding plagiarism and claimed not to engage in it. However, this paper highlights the divergence between these claims and the students' ability to recognise plagiarism as a breach of academic guidelines – thereby highlighting the need to enhance academic guidelines on plagiarism. en_US
dc.language.iso eng en_US
dc.publisher Emerald Group Publishing Limited en_US
dc.relation.ispartofseries Journal of Small Business and Enterprise Development;Vol. 17 Iss: 4, pp.641 - 651
dc.relation.uri http://dx.doi.org/10.1108/14626001011088778
dc.rights SHERPA/RoMEO Publisher copyright policies & self-archiving Journal: Journal of Small Business and Enterprise Development (ISSN: 1462-6004) Publisher: Emerald Author's Pre-print: author can archive pre-print (ie pre-refereeing) Author's Post-print: author can archive post-print (ie final draft post-refereeing) en_US
dc.subject plagiarism en_US
dc.subject dishonesty en_US
dc.subject entrepreneurialism en_US
dc.subject education en_US
dc.subject trust en_US
dc.subject Ireland en_US
dc.title Entrepreneurship education and plagiarism : tell me lies, tell me sweet little lies en_US
dc.type Article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.type.restriction none en

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