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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.

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Hrasky, S. and Kronenberg, D. (2010). Curriculum redesign as a faculty-centred approach to plagiarism reduction. University of Tasmania. Retrieved from