There is a lack of understanding that plagiarism is a concept created by society and not a universal concept, for example the Amiss community in the United States, often teach students in schools to copy text from other sources and see no ethical issue with the same (Veering & Norman, 2012). According to McKay (2004), most of the international students are non-native speakers of English, usually as a second or third language and therefore do have communicating or rephrasing in English.
Additionally, previous educational background with lack of understanding of western concept of plagiarism, are some of the primary cultural and ability-based factors behind he reasons some international students plagiarism (Limit and See, 2011). According to Maxwell et al. (2008), the perspective of plagiarism in education is changing over the past decades, especially in the case of English as a Second Language (SSL) students. Many educators now understand the complexity of the concept and its cultural dependencies, which has bought up a change in the view of plagiarism.
There has been a withdrawal from the normalized view of plagiarism, to an inquiring attitude with a desire to understand the cultural differences and other factors that affect such behavior. Believe that the definition of the location where the material was popularized should be used as that is the only way it could work. As each region could have a different understanding of plagiarism. The most effective way to deal with such issues would be to develop a holistic understanding Of plagiarism, i. . An understanding that encompasses the western concept with the cultural concept of other countries, communities and ethnic groups. Which would bring more clarity to the understanding of plagiarism at universal level.