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This article examines university students' competence regarding plagiarism in their final theses, including bachelor's, master's, diploma theses, and dissertations. We used a structured survey to evaluate students' accuracy in answering twelve plagiarism-related statements. Despite extensive efforts, only 131 individuals participated. In addition to the knowledge about plagiarism, the survey also assessed perceptions, experiences, and awareness of the issue. The article begins by briefly defining plagiarism relevant to this study, focusing primarily on textual plagiarism, and outlines the existing legal frameworks in Austria and Germany. The survey results indicate that students possess satisfactory knowledge of plagiarism: over 80 % correctly assessed the truthfulness of at least nine statements, and ten students achieved a maximum score. This high level of knowledge is likely due to 76 % of respondents having previously engaged with plagiarism and 95 % claiming to understand what plagiarism is. However, there is room for improvement in the information university teachers provide. Only around a third of the respondents reported being (very) well informed about plagiarism by their instructors during their studies. [ABSTRACT FROM AUTHOR]

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This article addresses the connection between education, educational media and memory, taking as a starting point the (from a social-theoretical perspective) elementary and inherent recursiveness of all communication. To this end, it reconstructs, from a systems theory-inspired perspective, the social framing of textbooks and educational media as well as the specific role of memory in education. The latter is perceived as a social institution to which various functions are attributed. These include (canonical) knowledge transmission, social selection as part of the reproduction and legitimation of social order and (cultural) integration via the transmission and practice of norms and values. Finally, the author discusses to what extent education and school educational media can therefore be understood as a constitutive, institutionalized "memory of society". Der Beitrag widmet sich einer sozial- und gesellschaftstheoretischen Vermessung und Verankerung von Schulbüchern und schulischen Bildungsmedien im Rahmen der gesellschaftlichen Institution der Bildung. Dazu exploriert er zunächst sozialtheoretisch schulische Bildungsmedien und die gesellschaftliche Institution schulischer Bildung anhand der elementaren Begriffe Wissen, Kommunikation und Gedächtnis. Daran anschließend exploriert der Beitrag Schulbücher und schulische Bildungsmedien aus der Perspektive systemtheoretischer Gesellschaftstheorie. Schließlich fragt der Beitrag, inwiefern schulische Bildung und Bildungsmedien daher auch als institutionalisiertes „Gedächtnis der Gesellschaft" begriffen werden können. [ABSTRACT FROM AUTHOR]

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