This paper focuses on the emergence and expansion of the phenomenon of plagiarism in higher education. Through a mixed-method investigation, and by applying appropriate criminological theory, it explores the student motivations that have been identified as leading to plagiarism, and tests the means employed by higher education providers to combat it. The article highlights an apparent disconnect between the perceived realities of both student and education provider. It concludes that this disconnect must be carefully considered so that higher education providers can develop effective policies to prevent academic misconduct rather than exacerbate it.
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