## 3 Results and Discussion
### Addressing the Issue of Plagiarism  
The last question was focused on how plagiarism in higher education settings in Pakistan can be prevented. The responses from the participants were coded into different categories, and themes were generated from the codes and categories. Three major themes that were considered important by the participants to combat plagiarism in higher education, i.e., awareness, support, and prevention, were established. Previous studies have also discussed these steps to control plagiarism [13,17,30,53,55]. This model integrates them with other details. Thus, the themes generated from the data from the current study and from previous literature with a similar scope guided the authors to develop the AS&P Model--the Awareness, Support, and Prevention Model (Figure 2). The first dimension of the AS&P model is awareness, which represents the \"what\" part of the problem. It is about creating awareness about all the important \"whats\" relating to it (What is plagiarism? What are regulatory bodies and university policies and practices saying about it? What are its consequences? What are citation conventions?). The findings of the current study show that there is an acute lack of awareness about different aspects of plagiarism. The same has been noted in earlier studies [30]. Students strongly criticized the current approach of the universities, as one student wrote, _\"Putting policies on [a] website and sitting [back without telling students about it] will not [create] awareness. [Universities] should reach [out] to the students [and] be active.\"_  
As a lack of awareness has proven to be one of the most significant issues in this regard [13; 42], many of the students recommended workshops, seminars, and training sessions to create an awareness and understanding of plagiarism. Interestingly, some of the students suggested that these workshops and training sessions should not be for the students only, but also for teachers. One student explained it, saying, _\"When teachers know what [plagiarism is], they can guide students better.\"_ They also suggested it be made a part of their course outlines. The second dimension of the model is support, which represents the \"how\" part of the problem. Students wrote that supportive measures should be for both teachers and students. The different kinds of support suggested by the students have been divided into three categories: academic, technical, and emotional and psychological. In academic and technical support, the focus should be on the use of relevant software, how to detect and avoid plagiarism, and how to cite properly. Many of the students said that there should be support for language issues as well. One graduate student wrote at length about it, saying, _\"[Universities] think [that the English of M.Phil students is good and that they] can write good English, but many cannot. We have [an] academic writing [program], but we don't do any practice; [ it only consists of ] lectures and information. It doesn't improve [one's] English. Universities in Pakistan should have special courses, [sessions] or workshops [to help students] in writing.\"_  
One student suggested that there should be a co-supervisor or member supervisory committee for language improvement. This person could help the students to improve their academic writing. Supervisors can focus on the technical and academic aspects, and the co-supervisor can focus on the language issues. In this way, the students could feel more comfortable with writing and avoid copying. The students strongly suggested emotional and psychological support, as many of the determinants of plagiarism are related to emotional, psychological, and other nonacademic issues, such as a fear of failure, poor time management, laziness, and a lack of  
Figure 2: AS&P (Awareness, Support, and Prevention) Model. interest [2; 15; 52; 53]. As a result, a positive attitude, counselling, and support from the universities, especially the teachers, are imperative to overcome these determinants.