Both methodologies work better together, but Hrasky and Kronenberg's research is in search of identifying more holistic and proactive counter-plagiarism strategies that address aspects of curriculum design as a way to minimize plagiarism and share the responsibility for countering plagiarism across students, individual faculty, and the institution.
Download and read the entire paper or read the abstract
Reference:
Hrasky, S. and Kronenberg, D. (2010). Curriculum redesign as a faculty-centred approach to plagiarism reduction. University of Tasmania. Retrieved from http://www.plagiarismadvice.org/conference/previous-plagiarism-conferences/4th-plagiarism-conference-2010.