La mise à disposition massive de documents via Internet (pages Web, entrepôts de données,documents numériques, numérisés ou retranscrits, etc.) rend de plus en plus aisée la récupération d’idées. Malheureusement, ce phénomène s’accompagne d’une augmentation des cas de plagiat.En effet, s’approprier du contenu, peu importe sa forme, sans le consentement de son auteur (ou de ses ayants droit) et sans citer ses sources, dans le but de le présenter comme sa propre œuvre ou création est considéré comme plagiat. De plus, ces dernières années, l’expansion d’Internet a également facilité l’accès à des documents du monde entier (écrits dans des langues étrangères)et à des outils de traduction automatique de plus en plus performants, accentuant ainsi la progression d’un nouveau type de plagiat : le plagiat translingue. Ce plagiat implique l’emprunt d’un texte tout en le traduisant (manuellement ou automatiquement) de sa langue originale vers la langue du document dans lequel le plagiaire veut l’inclure. De nos jours, la prévention du plagiat commence à porter ses fruits, grâce notamment à des logiciels anti-plagiat performants qui reposent sur des techniques de comparaison monolingue déjà bien éprouvées. Néanmoins, ces derniers ne traitent pas encore de manière efficace les cas translingues. Cette thèse est née du besoin de Compilatio, une société d’édition de l’un de ces logiciels anti-plagiat, de mesurer des similarités textuelles sémantiques translingues (sous-tâche de la détection du plagiat). Après avoir défini le plagiat et les différents concepts abordés au cours de cette thèse, nous établissons un état de l’art des différentes approches de détection du plagiat translingue. Nousprésentons également les différents corpus déjà existants pour la détection du plagiat translingue et exposons les limites qu’ils peuvent rencontrer lors d’une évaluation de méthodes de détection du plagiat translingue. Nous présentons ensuite le corpus que nous avons constitué et qui ne possède pas la plupart des limites rencontrées par les différents corpus déjà existants. Nous menons,à l’aide de ce nouveau corpus, une évaluation de plusieurs méthodes de l’état de l’art et découvrons que ces dernières se comportent différemment en fonction de certaines caractéristiques des textes sur lesquelles elles opèrent. Ensuite, nous présentons des nouvelles méthodes de mesure de similarités textuelles sémantiques translingues basées sur des représentations continues de mots(word embeddings). Nous proposons également une notion de pondération morphosyntaxique et fréquentielle de mots, qui peut aussi bien être utilisée au sein d’un vecteur qu’au sein d’un sac de mots, et nous montrons que son introduction dans ces nouvelles méthodes augmente leurs performances respectives. Nous testons ensuite différents systèmes de fusion et combinaison entre différentes méthodes et étudions les performances, sur notre corpus, de ces méthodes et fusions en les comparant à celles des méthodes de l’état de l’art. Nous obtenons ainsi de meilleurs résultats que l’état de l’art dans la totalité des sous-corpus étudiés. Nous terminons en présentant et discutant les résultats de ces méthodes lors de notre participation à la tâche de similarité textuelle sémantique (STS) translingue de la campagne d’évaluation SemEval 2017, où nous nous sommes classés 1er à la sous-tâche correspondant le plus au scénario industriel de Compilatio. / The massive amount of documents through the Internet (e.g. web pages, data warehouses anddigital or transcribed texts) makes easier the recycling of ideas. Unfortunately, this phenomenonis accompanied by an increase of plagiarism cases. Indeed, claim ownership of content, withoutthe consent of its author and without crediting its source, and present it as new and original, isconsidered as plagiarism. In addition, the expansion of the Internet, which facilitates access todocuments throughout the world (written in foreign languages) as well as increasingly efficient(and freely available) machine translation tools, contribute to spread a new kind of plagiarism:cross-language plagiarism. Cross-language plagiarism means plagiarism by translation, i.e. a texthas been plagiarized while being translated (manually or automatically) from its original languageinto the language of the document in which the plagiarist wishes to include it. While prevention ofplagiarism is an active field of research and development, it covers mostly monolingual comparisontechniques. This thesis is a joint work between an academic laboratory (LIG) and Compilatio (asoftware publishing company of solutions for plagiarism detection), and proposes cross-lingualsemantic textual similarity measures, which is an important sub-task of cross-language plagiarismdetection.After defining the plagiarism and the different concepts discussed during this thesis, wepresent a state-of-the-art of the different cross-language plagiarism detection approaches. Wealso present the preexisting corpora for cross-language plagiarism detection and show their limits.Then we describe how we have gathered and built a new dataset, which does not contain mostof the limits encountered by the preexisting corpora. Using this new dataset, we conduct arigorous evaluation of several state-of-the-art methods and discover that they behave differentlyaccording to certain characteristics of the texts on which they operate. We next present newmethods for measuring cross-lingual semantic textual similarities based on word embeddings.We also propose a notion of morphosyntactic and frequency weighting of words, which can beused both within a vector and within a bag-of-words, and we show that its introduction inthe new methods increases their respective performance. Then we test different fusion systems(mostly based on linear regression). Our experiments show that we obtain better results thanthe state-of-the-art in all the sub-corpora studied. We conclude by presenting and discussingthe results of these methods obtained during our participation to the cross-lingual SemanticTextual Similarity (STS) task of SemEval-2017, where we ranked 1st on the sub-task that bestcorresponds to Compilatio’s use-case scenario.

This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.

Supporting graduate students as authors is one of the many services we provide at the University Library, University of Saskatchewan (USask). Graduate students often submit articles to journals based on content from their electronic theses or dissertations (ETDs). Recently, we have noticed an increase in the number of such article submissions being flagged for possible rejection on “plagiarism” or “prior publication” grounds. We suspect this may be because plagiarism detection software is increasingly being integrated into publishers’ article submission systems. This software is triggered by the existence of the student’s open access (OA) ETD in our institutional repository. This happens despite OA ETD inclusion in repositories being a common practice and despite journal policies often allowing submission of articles based on ETDs. We review common practices and guidelines around publishing of ETD content, two recent cases of journals initially rejecting such submissions by graduate student authors of our institution, and our reflections on this issue and how to address it.

La malhonnêteté académique au cours d’épreuves présente des enjeux importants quant à l’intégrité des évaluations. La présence des TIC étant de plus en plus importante en cours de passation dans les épreuves, il est important avec ce mode de récolte de données d’assurer un niveau de sécurité égal ou même supérieur à celui présent lorsqu’un mode de récolte de données traditionnel, le papier-crayon, est utilisé. Il existe plusieurs recherches sur l’utilisation des TIC dans l’évaluation, mais peu d’entre elles traitent des modalités de sécurité lors de l’utilisation des TIC. Dans ce mémoire, treize organisations québécoises ont été rencontrées: six qui utilisaient les TIC dans la passation, cinq qui utilisaient le papier-crayon dans la passation mais qui désiraient utiliser les TIC et deux qui utilisaient le papier-crayon et qui ne désiraient pas utiliser les TIC. Les organisations sont des établissements d’enseignement (primaire, secondaire, collégial, universitaire), des entreprises privées, des organismes gouvernementaux ou municipaux et des ordres professionnels. Des entrevues semi-structurées et une analyse qualitative par présence ou absence de différentes caractéristiques ont permis de documenter les modalités de sécurité liées à la récolte de données en vue de l’évaluation en utilisant les TIC. Ces modalités ont été comparées à celles utilisées lors de l’utilisation du papier-crayon dans la récolte de données en vue de l’évaluation afin de voir comment elles varient lors de l’utilisation des TIC. Les résultats révèlent que l’utilisation des TIC dans la passation complexifie et ajoute des étapes à la préparation des épreuves pour assurer un niveau de sécurité adéquat. Cependant elle permet également de nouvelles fonctions en ce qui concerne le type de questions, l’intégration de multimédia, l’utilisation de questions adaptatives et la génération aléatoire de l’épreuve qui permettent de contrer certaines formes de malhonnêteté académiques déjà présentes avec l’utilisation du papier-crayon dans la passation et pour lesquelles il était difficile d’agir. Toutefois, l’utilisation des TIC dans la passation peut aussi amener de nouvelles possibilités de malhonnêteté académique. Mais si ces dernières sont bien prises en considération, l’utilisation des TIC permet un niveau de sécurité des épreuves supérieur à celui où les données sont récoltées au traditionnel papier-crayon en vue de l’évaluation. / Academic dishonesty in assessments presents important issues regarding its integrity. The presence of ICT being increasingly important in the examinations, it is important with this method of data collection to ensure a level of safety equal to or even higher than the one present when the traditional method of collecting data, the paper and pencil, is used. There are several studies on the use of ICT in assessment, but few of them talks about the security arrangements in the use of ICT. In this study, thirteen Quebec’s organizations were encountered, six of them who used ICT in the assessment, five who used paper and pencil in the assessment but who wished to use ICT and two who used paper and pencil and did not wish to use ICT. The organizations are educational institutions (elementary, high school, college, university), private companies, government or municipal agencies and professional associations. Semi-structured interviews and a qualitative analysis by the presence or absence of different characteristics documented the security arrangements related to data collection for the assessment using ICT. These modalities were compared with those used when there is utilization of paper and pencil in the collection of data to see how they vary when using ICT. The results show that the use of ICT in the assessment makes it more complex and adds steps to the preparation of the examination to ensure an adequate level of security. However, it also allows new features regarding the type of questions, the integration of multimedia, the use of adaptive questions and random generation of test that can counter some forms of academic dishonesty already present with the use of paper and pencil in the assessment and for which it was difficult to act. However, the use of ICT in assessment can also bring new opportunities for academic dishonesty. If these are taken into consideration, the use of ICT allows a higher security level than the assessment where the data were collected with traditional paper-and-pencil.

Submitted by Elba Lopes (elba.lopes@fecap.br) on 2016-12-12T20:27:37Z No. of bitstreams: 2 Leon??o Barboza de Alencar.pdf: 2106468 bytes, checksum: 67719bc22e066cbff130bca58e37b9cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-12-12T20:27:37Z (GMT). No. of bitstreams: 2 Leon??o Barboza de Alencar.pdf: 2106468 bytes, checksum: 67719bc22e066cbff130bca58e37b9cf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-08 / The National Curricular Guidelines for the undergraduate course in accounting, bachelor, define the work of completion as a curriculum option, and it is incumbent upon the institution that take issue the rules, which leads to the most distinct forms of parameters and procedures regarding the format, preparation, correction and final destination of the TCC and that may have an influence on the practices of faculty advisers. The present research aims to understand and analyze the practices adopted for guiding the work of completion of undergraduate Accounting in Institutions of Higher Education of the city of S??o Paulo, offering stricto sensu graduate studies and if such practices can promote integration between undergraduate and graduate school. In order to achieve the goal, interviews have been made with eight teachers, graduates with Master or Doctor, of four Institutions of Higher Education of the city of S??o Paulo, through a survey characterized as descriptive and qualitative type as the approach. The data were collected through documentary analysis and in-depth interview and analyzed by means of the technique of content analysis. The findings of the survey show that teachers guiding converge in many respects their practices of guidance when you establish a good relationship with the students, understand and try to overcome the difficulties that they report, adopt methodological rigour in guidance and correction of the work, recognize a good TCC and their goals and understand how relevant the participation of students in research projects. Dissonant points are that few are those who use their own research in the classroom, present disagreements, particularly on belief as to the purposes of the TCC in contribute to student learning and its insertion in scientific research and the world of work and in the way they deal with academic plagiarism. Other results show that not always the guiding teachers are the same who teach in the strict sense, not everybody knows or has participated in the preparation or review of your PPP IES, all are satisfied with the profession and with the guiding function and that the final placement at the TCC does not allow him to fulfil effectively its objectives, mainly the highlight and communicate the knowledge produced. The research findings have not found evidence of integration between graduation and post-graduation stricto sensu, therefore it can be concluded that the practices of guidance do not contribute adequately to promote integration between the two levels of education. / As Diretrizes Curriculares Nacionais para o curso de gradua????o em Ci??ncias Cont??beis, bacharelado, definem o trabalho de conclus??o de curso como um componente curricular opcional, cabendo ?? institui????o que o adotar emitir regulamenta????o pr??pria, o que enseja as mais distintas formas de par??metros e procedimentos quanto ao formato, elabora????o, corre????o e destino final dado ao TCC e que podem ter influ??ncia nas pr??ticas dos professores orientadores. A presente pesquisa tem por objetivo conhecer e analisar as pr??ticas adotadas por orientadores de trabalhos de conclus??o de curso de gradua????o de Ci??ncias Cont??beis, em IES da cidade de S??o Paulo, que oferecem p??s-gradua????o stricto sensu e se tais pr??ticas podem promover a integra????o entre a gradua????o e a p??s-gradua????o. Para atingir o objetivo foram feitas entrevistas com oito professores, titulados com grau de Mestre ou Doutor, de quatro IES da cidade de S??o Paulo, por meio de uma pesquisa caracterizada como descritiva quanto ao tipo e qualitativa quanto a abordagem. Os dados foram recolhidos por meio de an??lise documental e entrevista em profundidade e analisados por meio da t??cnica de an??lise de conteudo. Os achados da pesquisa apontam que os professores orientadores convergem em muitos aspectos as suas pr??ticas de orienta????o quando estabelecem um bom relacionamento com os alunos, entendem e tentam suprir as dificuldades que eles reportam, adotam rigor metodol??gico na orienta????o e corre????o dos trabalhos, reconhecem um bom TCC e seus objetivos e entendem como relevante a participa????o dos alunos em projetos de pesquisa. Como pontos dissonantes destaca-se que s??o poucos os que utilizam suas pr??prias pesquisas em sala de aula, apresentam discord??ncias, particularmente na cren??a quanto ??s finalidades do TCC em contribuir para o aprendizado do aluno e sua inser????o na pesquisa cient??fica e no mundo do trabalho e na forma como tratam o pl??gio acad??mico. Outros resultados demonstram que nem sempre os professores orientadores s??o os mesmos que lecionam no stricto sensu, nem todos conhecem ou j?? participaram da elabora????o ou revis??o do PPP de suas IES, todos mostram-se satisfeitos com a profiss??o e a com a fun????o de orientador e que o destino final dado ao TCC n??o permite que ele cumpra de forma eficaz seus objetivos, principalmente os de evidenciar e comunicar o conhecimento produzido. Os achados da pesquisa n??o permitiram encontrar evid??ncias da integra????o entre a gradua????o e a p??s-gradua????o stricto sensu, portanto conclui-se que as pr??ticas de orienta????o n??o contribuem adequadamente para promover a integra????o entre os dois n??veis de ensino.

Made available in DSpace on 2016-04-26T20:21:30Z (GMT). No. of bitstreams: 1 Virginia Luna Smith.pdf: 1052710 bytes, checksum: ce8b674b93927135478af1483976d7a3 (MD5) Previous issue date: 2012-12-04 / The aim of this doctoral thesis is to instigate the debate on the criminalization of the most usual forms of copyright violation, considering the standoff between the defenders of a stricter legislation to fight piracy and plagiarism and the liberals who believe in the legitimate use of intellectual creations. The impacts of technological improvements on the market, society, communication and on the body of laws will be examined using the Tridimensional Theory of Law, developed by Miguel Reale, to assess to which extent the current facts that would consist in violation of intellectual property are mutually entangled with the penal norms that impose sanctions against violating behaviors and the values present in a society that is becoming more global, connected and computerized every day / Este trabalho tem por objetivo instigar o debate acerca da criminalização das mais usuais formas de violação ao direito autoral, considerando o impasse que se verifica entre os defensores de uma legislação de combate mais rígida ao plágio e à pirataria, e os liberais que sustentam o uso justo das criações intelectuais. Os impactos promovidos pelos avanços tecnológicos no mercado, na sociedade, na comunicação e no ordenamento jurídico serão examinados utilizando como matriz teórica a Teoria Tridimensional do Direito, desenvolvida por Miguel Reale, para avaliar em que medida se implicam mutuamente os fatos atuais que consistiriam em violação aos direitos de autor, as normas penais que impõem sanções para as condutas violadoras, e os valores presentes em uma sociedade a cada dia mais globalizada, conectada e informatizada

The first rule of writing is an important one: writers should not plagiarize; what they write should be their own. It is taken for granted. But who made the rule? Why? And how is it enforced? This dissertation traces the history of proprietary authorship from the earliest distinctions between imitation and misappropriation in the humanist schoolroom, through the first recorded uses in English of the Latin legal term plagiary (kidnapper) as a metaphor for literary misappropriation, to an inchoate conception of literary property among a coterie of writers in early modern England. It argues that the recognition of literary misappropriation emerged as a result of the instrumental reading habits of early humanist scholars and that the subsequent distinction between authors and plagiarists depended more upon the maturity of the writer than has been previously recognized. Accusations of plagiarism were a means of discrediting a rival, although in this capacity their import also depended largely upon one’s perspective. In the absence of established trade customs, writers had to subscribe to the proprieties of the institutions with which they were affiliated. They were deemed plagiarists only when their actions were found to be out of place. These proprieties not only informed early modern definitions of plagiarism; they also helped define the perimeters of proprietary authorship. Authors who wished to make a fair profit from labours in print had to conform to the regulations of the Stationer’s Company, just as authors who maintained a proprietary interest in their manuscripts had to draw upon legal rhetoric, such as plagiary, in the absence of a legally recognized notion of authorial property. With new information technologies expanding the boundaries of proprietary authorship everyday, the proprieties according to which these boundaries were first defined should help teachers and researchers not only better to understand the nature of Renaissance authorship but also to equip their students for the future.

The first rule of writing is an important one: writers should not plagiarize; what they write should be their own. It is taken for granted. But who made the rule? Why? And how is it enforced? This dissertation traces the history of proprietary authorship from the earliest distinctions between imitation and misappropriation in the humanist schoolroom, through the first recorded uses in English of the Latin legal term plagiary (kidnapper) as a metaphor for literary misappropriation, to an inchoate conception of literary property among a coterie of writers in early modern England. It argues that the recognition of literary misappropriation emerged as a result of the instrumental reading habits of early humanist scholars and that the subsequent distinction between authors and plagiarists depended more upon the maturity of the writer than has been previously recognized. Accusations of plagiarism were a means of discrediting a rival, although in this capacity their import also depended largely upon one’s perspective. In the absence of established trade customs, writers had to subscribe to the proprieties of the institutions with which they were affiliated. They were deemed plagiarists only when their actions were found to be out of place. These proprieties not only informed early modern definitions of plagiarism; they also helped define the perimeters of proprietary authorship. Authors who wished to make a fair profit from labours in print had to conform to the regulations of the Stationer’s Company, just as authors who maintained a proprietary interest in their manuscripts had to draw upon legal rhetoric, such as plagiary, in the absence of a legally recognized notion of authorial property. With new information technologies expanding the boundaries of proprietary authorship everyday, the proprieties according to which these boundaries were first defined should help teachers and researchers not only better to understand the nature of Renaissance authorship but also to equip their students for the future.

Assignment (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: Since 2003 various incidents of plagiarism in the South African media were reported. The South African copyright law does not define plagiarism, only copyright infringement. The issue of plagiarism is a complex one, due to the conflicting views within professional, intellectual, social, moral and legal contexts. The advent of the Internet era saw the eradication of the boundaries guarding copyright ownership. Also, the Internet offers infinite access to information which makes it tempting for any journalist to “borrow” quotes, facts, stories and articles freely and under the auspices of a post-modernist approach to knowledge and copyright ownership. Most media companies have ethical codes which cover plagiarism, but there is no working document that can empower media managers and journalists to combat the problem effectively. This document should define the boundary between negligence and plagiarism and offer suggestions on how to approach cases of plagiarism. This study investigates different theories on plagiarism, specifically with regard to the cases of Darrel Bristow-Bovey, Cynthia Vongai and Willem Pretorius. It will also study the ethical codes of media companies and will try to formulate a document which can address the problem of plagiarism. / AFRIKAANSE OPSOMMING: Talle voorvalle van plagiaat in die Suid-Afrikaanse drukmedia het sedert 2003 plaasgevind. Die Suid-Afrikaanse wet omskryf nie plagiaat nie, slegs outeursregskending en met die talle teenstrydige opvattings oor plagiaat binne professionele, intellektuele, sosiale, morele en regskringe, word plagiaat moeilik gedefinieer. Met die toeganklikheid van inligting danksy die koms van onder meer die Internet, het die grense van eienaarskap van geskrewe werke begin vervaag. Veral die Internet bied ’n magdom inligting aan. Dit word al hoe makliker vir joernaliste om met gemak aanhalings, feite, stories en artikels te “leen” sonder die nodige erkenning. Die meeste media-instellings beskik oor etiese kodes wat plagiaat dek, maar daar is nie werksdokumente wat bestuurders en joernaliste kan bemagtig om plagiaat te bekamp nie. Die werksdokument of handleiding behoort die grense tussen nalatigheid en plagiaat te definieer, en om voorstelle te bied oor hoe gevalle van plagiaat hanteer kan word nie. Hierdie studie ondersoek verskillende teorieë oor plagiaat, bespreek die plagiaatgevalle van Darrel Bristow-Bovey, Cynthia Vongai en Willem Pretorius, bestudeer die etiese kodes van media-instellings en poog om ’n werksdokument saam te stel wat plagiaat kan bekamp.

Acompanha: Plágio: não copie essa ideia / O presente estudo teve como objetivo verificar se as instituições de ensino superior (IES) desenvolvem políticas e ações para combater o plágio nos trabalhos acadêmicos, permitindo a criação de publicações relevantes. Para isso, definiu-se a seguinte hipótese básica: As políticas adotadas no combate ao plágio e as ações desenvolvidas pelas IES não o eliminam, contudo, gerando publicações pouco relevantes e com reduzido índice de citações. Como variáveis dependentes da hipótese básica, tem-se: publicações relevantes e quantidade de citações. As variáveis independentes da hipótese básica envolvem as políticas e as ações institucionais. Em se tratando dos objetivos, o estudo realizou uma pesquisa exploratória, efetuando uma análise predominantemente qualitativa do problema. Com relação aos procedimentos técnicos, adotou-se um levantamento, no qual o corpus documental foi constituído de 330 documentos (dissertações e teses) apresentados, no período de 2010 a 2012, junto aos cursos de Pós-Graduação (Mestrado, Mestrado Profissional e Doutorado) na área de Ensino, ofertados em 45 instituições de ensino superior. A coleta de dados foi efetuada utilizando a ferramenta de busca Google, sendo analisados 50 trechos (compostos de sentenças de até seis palavras), retirados das seções: introdução - cinco trechos; referencial teórico - 30 trechos; metodologia - cinco trechos; e, resultados e discussão - 10 trechos. A análise dos dados foi efetuada por meio de estatística descritiva. Constatou-se que a hipótese básica foi confirmada, pois as ações institucionais implementadas não eliminam os problemas decorrentes de plágio, em virtude da proporção de plágio obtido (1.942 trechos com plágio - acima de 11,0% dos trechos analisados). Adicionalmente, a divulgação dos resultados de algumas pesquisas foi realizada em periódicos sem indexação no Qualis da Capes (33,1%). Confirma-se que, apesar das recomendações encaminhadas pela Capes em 2011, poucas medidas foram implementadas nas IES para combater o plágio acadêmico. Conclui-se que, se as IES implementassem normativos internos e, periodicamente, orientassem a comunidade, efetuassem uma análise mais rigorosa dos documentos encaminhados, penalizassem severamente os responsáveis e intensificassem ações e medidas para o combate sistemático da desonestidade científica, o volume de plágio seria mitigado. / This study aimed at verifying whether Higher Education Institutions (IES, Brazilian Portuguese abbreviation) develop policies and actions to prevent plagiarism in academic works enabling the creation of relevant publications. To achieve such aim, the following basic hypothesis was defined: Policies adopted to prevent plagiarism and actions developed by IES do not eliminate it, therefore, generate publications of little relevance and reduced reference indicators. The variables dependent on the basic hypothesis were relevant publications and number of appearance in references. The basic hypothesis independent variables involved policies and institutional actions. Regarding the objectives, the study was developed as exploratory research, carrying out a predominantly qualitative analysis of the problem. In relation to technical procedures, a survey was carried out, in which the corpus comprised 330 documents (dissertations and thesis) presented from 2010 to 2012, from the Graduate Courses (Masters, Professional Masters and PhD programs) in the teaching area offered by 45 higher education institutions. Data was collected using the Google search tool, and 50 excerpts were analyzed (containing sentences of up to six words) from the sections: introduction, five excerpts; theoretical background, 30 excerpts; methodology, 5 excerpts; and results and discussion, 10 excerpts. The data was analyzed by employing descriptive statistics. The basic hypothesis was confirmed, since the institutional actions implemented did not eliminate the problems resulting from plagiarism as confirmed by the proportion of plagiarism found (1,924 excerpts with plagiarism – over 11.0% of the excerpts analyzed). In addition, the report of some research results was published in journals which are not indexed in the Qualis system by Capes (33.1%). Despite recommendations made by Capes in 2011, very few measures were implemented by the IES to prevent academic plagiarism. The results led to the conclusion that the IES should implement internal norms and instruct the community periodically. They should also carry out a stricter analysis of the documents sent, punishing severely those responsible for plagiarism and intensifying actions and measures to systematically fight scientific dishonesty. Such measures might mitigate the plagiarism volume.