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The aim of the study was to investigate whether an intervention to address post-graduate student plagiarism in an Honours programme in Human Resource Management at a South African university had an impact one year later. In a quasi-experimental design, the sample comprised 34 students in a control group and 70 students in two intervention groups. Student essays were examined for different types of plagiarism at two different times and compared by means of Wilcoxon Signed-Rank and Kruskal-Wallis tests. Findings indicate that students who were exposed to both parts of an intervention evidenced less plagiarism in their essays one year later than those who were exposed to only one part of the intervention or no intervention at all. Opsomming Die doel van die studie was om vas te stel of ‘n intervensie om plagiaat van nagraadse studente in ‘n Honneursprogram in Menslike Hulpbronbestuur aan ‘n Suid-Afrikaanse universiteit aan te spreek, ‘n impak een jaar later het. Die steekproef van ‘n kwasi-eksperimentele ontwerp het uit 34 studente in ‘n kontrolegroep en 70 studente in twee intervensiegroepe bestaan. Opstelle van studente op twee verskillende tye geskryf is ondersoek vir verskillende tipes plagiaat wat met Wilcoxon Signed-Rank en Kruskal-Wallis toetse vergelyk was. Bevindinge dui daarop dat studente wat blootgestel is aan beide dele van ‘n intervensie ‘n jaar later minder plagiaat in hulle opstelle getoon as diegene wat blootgestel was aan net een deel van die intervensie of glad nie blootgestel aan die intervensie nie.

Managing plagiarism of South African Honours students: Does an intervention have any effect?