Abstract
The purpose of this study is to compare undergraduate and postgraduate Graphic
Design students’1 perceptions of visual plagiarism by using the Structure of the
Observed Learning Outcome (SOLO) Taxonomy by John Biggs and Kevin Collis
(1982) and to make recommendations on how students can engage with visual
plagiarism on an extended abstract level. A substantial amount of research has been
conducted on plagiarism, but very few research studies have focused on visual
plagiarism specifically within a graphic design context. This research employed a
mixed-methods approach with the purpose of understanding Graphic Design students’
perceptions of visual plagiarism and to measure and compare their level of
understanding with regard to visual plagiarism. The results revealed that the
participants understood what plagiarism is, but they found it difficult to distinguish the
difference between plagiarism and visual plagiarism. The reasons for plagiarism
according to the students were laziness, poor time management, lack of confidence,
lack of skills, lack of knowledge surrounding the correct referencing techniques, and
students experiencing a creative block. Students indicated that what might help them
better understand visual plagiarism was a workshop that explains what visual
plagiarism is, a lecturer that explains the Graphic Design Plagiarism Policy, as well as
that the Graphic Design Plagiarism Policy includes examples of what visual plagiarism
is. Students understanding of visual plagiarism was on the unistructural level of the
SOLO Taxonomy as the students’ responses lacked depth. In order for students to
engage with visual plagiarism on the extended abstract level, students need to
understand what visual plagiarism is and what is acceptable and not acceptable
according to the department. In addition, students need to ask more questions
regarding their work and assignments which will enable them to reach a higher level
of thinking.
KEYWORDS: SOLO Taxonomy, plagiarism, visual plagiarism, graphic design, student perceptions.