Rethinking Academic Plagiarism: The Role of a Missing Standard Definition

Despite numerous attempts to define plagiarism, there is still no universally accepted definition. This study takes the absence of a standardized definition as an opportunity to ask about the functionality of this conceptual openness of plagiarism. With the help of a qualitative content analysis, which examines 123 documents, such as guidelines, scientific articles and retraction notices in relation to plagiarism, central topoi of plagiarism were identified. By shifting the focus to social discourse practices surrounding plagiarism, I find that plagiarism is a dynamic and evolving concept, shaped by technological, societal, and institutional changes, which makes it both negotiable and adaptable across different contexts. A conceptual openness can lead to ambiguities and misunderstandings, as there is no single definition of what exactly falls under the term, but – and this is what this article attempts to highlight – this openness also facilitates communication and cooperation between institutions and actors.