Revisiting Plagiarism among Staff Members in Higher Education: The Case of the National University of Lesotho

This study analysed the responses of two lecturers (respondents) who were suspected of plagiarism to determine their perception and understanding of the concept. The case of analysis was their response to the allegations. The respondents were accused of making reference to the complainant’s work, which had never existed. The complainants argued that they had never published the work referred to by the respondents and their action was tantamount to fabrication or manufacturing of references. From the analysis of the responses, it emerged that the respondents did not regard the fabrication of references as plagiarism. They further contended that because they used the complainants’ names, they complied with the academic rules of referencing. The overall conclusion that could be drawn was that the respondents did not understand the concept of plagiarism, confirming what is emerging from the literature, that lecturers also plagiarise and sometimes lack understanding of plagiarism. The study recommends that professional development programmes be introduced to capacitate lecturers on the understanding of plagiarism. In addition a comprehensive anti-plagiarism policy be developed, clearly defining acts of plagiarism to be known by staff members.