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Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism

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  • Joan Ballantine
  • Patricia McCourt Larres

Abstract

The current study explores first, second and third-year UK accounting students' perceptions of authorial identity and their implications for unintentional plagiarism. The findings suggest that, whilst all students have reasonably positive perceptions of their authorial identity, there is room for improvement. Significant differences in second-year students' perceptions were reported for some positive aspects of authorial identity. However, results for negative aspects show that second-year students find it significantly more difficult to express accounting in their own words than first and third-years. Furthermore, second-years are significantly more afraid than first-years that what they write will look unimpressive. Finally, the results for approaches to writing, which also have implications for unintentional plagiarism, revealed that students across all years appear to adopt aspects of top-down, bottom-up and pragmatic approaches to writing. Emerging from these findings, the study offers suggestions to accounting educators regarding authorial identity instruction.

Suggested Citation

  • Joan Ballantine & Patricia McCourt Larres, 2012. "Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism," Accounting Education, Taylor & Francis Journals, vol. 21(3), pages 289-306, October.
    • Handle: RePEc:taf:accted:v:21:y:2011:i:3:p:289-306
    DOI: 10.1080/09639284.2011.650452
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    References listed on IDEAS

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    1. Ballantine, Joan A. & Duff, Angus & McCourt Larres, Patricia, 2008. "Accounting and business students’ approaches to learning: A longitudinal study," Journal of Accounting Education, Elsevier, vol. 26(4), pages 188-201.
    2. Xin Guo, 2011. "Understanding Student Plagiarism: An Empirical Study in Accounting Education," Accounting Education, Taylor & Francis Journals, vol. 20(1), pages 17-37.
    3. Richard Tonge & Caroline Willett, 2009. "Learning to Think: Using Coursework to Develop Higher-order Academic and Practitioner Skills among Final Year Accounting Students," Accounting Education, Taylor & Francis Journals, vol. 18(2), pages 207-226.
    4. Sue McGowan & Margaret Lightbody, 2008. "Enhancing Students' Understanding of Plagiarism within a Discipline Context," Accounting Education, Taylor & Francis Journals, vol. 17(3), pages 273-290.
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Watson, Stephanie F., 2013. "Accounting education literature review (2010–2012)," Journal of Accounting Education, Elsevier, vol. 31(2), pages 107-161.

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