Post on 17-Dec-2015
Combating Unethical Behavior in Tertiary Education
Jamil Salmi
International Conference on Fighting Corruption and Promoting Good Governance
Astana, 16-18 September 2009
4
outline of the presentation
• what types of unethical behaviors?
• why and how do they impact tertiary education?
• how to combat fraud and corruption?
definitions• fraud: “intentional perversion of truth in order to induce
another to part with something of value or to surrender a legal right”
– academic fraud: improper behavior to gain an unfair advantage (admission, grades, exams, degree)
• corruption: “abuse of public or private office to gain personal advantage”, “impairment of integrity, virtue, or moral principle”
– financial realm
• “unethical behavior” used to refer broadly to all forms of improper and/or illegal actions in tertiary education
the “what”: an inventory
• categories based on educational and institutional processes
• “protagonists” identified
• examples provided from around the world
• summary matrix on p. 33 of the report
sources of information
– news reports• popular press• tertiary education publications, e.g. The Chronicle of Higher
Education
– Boston College Higher Education Corruption Monitor
– direct communications
exclusions
• criminal behavior by students and staff outside the context of institutions and their roles
• negligence and failure to adequately perform one’s duties
• violations of academic freedom
the “what”: an inventory
• admission process
• teaching and learning
• false credentials
• quality assurance
• research
• academic staff career
• financial management
corruption in the admission process
• examination fraud
• bribery
• favoritism
• undue influence
• discrimination
• protagonists are students and their families, faculty, administrators, government officials, and outside agents
dishonesty in the academic process
• cheating
• plagiarism
• students, faculty, and outside agents
awarding of false credentials
• bribery and undue influence in grading and degree conferral
• fake / unearned degrees• from legitimate institutions
• from “degree mills”
• students, faculty, administrators, and outside agents
informal payments for education
Colom
bia
Zambia
Mad
agas
car
Parag
uay
Peru
Gua
tem
ala
Tajikis
tan
Bulgar
ia
Moz
ambiq
ue
Namibi
a
Gha
na
Nepal
India
Albania
Bangla
desh
Haiti
Sri La
nka
Pakist
an0
10
20
30
40
50
60
70
80
90
100
26 7 7 7 8 9
16 1620
24 25
34 3540
60 61
92
% of households that make informal payments
undermining of quality assurance measures
• misrepresentation• providing false data• bribery• accreditation “mills”
• institution administrators, government officials, and representatives of accrediting bodies
research misconduct
• failure to follow standards
• falsification of results
• conflicts of interest
• plagiarism / theft of ideas or work
• primary protagonists are faculty
corruption in faculty and staff career management
• bribery
• undue influence
• use of false credentials
• discrimination
• harassment
• faculty, institution administrators, government officials, and outside parties
financial fraud and mismanagement
• profiteering
• theft
• embezzlement
• financial mismanagement
• student loan fraud
• institutional administrators, government officials, and outside parties
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outline of the presentation
• what types of unethical behaviors?
• why and how do they impact tertiary education?
why does corruption happen?economic dimensions
• high levels of corruption in tertiary education often mirror high levels of corruption in countries overall
• low teacher and administrator salaries
• supply out of sync with demand
why does corruption happen?political dimensions
• lack of oversight and accountability
• managerial capacity
• political tolerance
negative impact
• contrary to basic purpose of education– ethical values– academic merit – loss of trust in system and outputs
• teachers (role models)• students (code of conduct)• institutions (reputation)
• misuse of limited resources
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outline of the presentation
• what types of unethical behaviors?
• why and how do they impact tertiary education?
• how to combat fraud and corruption?
what can be done?
• four types of interventions:– preventative measures
– measures for detecting and monitoring
– punitive measures
– multiple purpose measures
preventive measures
– legislation and other government policies
– institutional policies and governance arrangements• diversified, independent Board• strong leadership• honor code
– standardized / automated procedures
corruption in Kyrgyz universities
KTUKAU
NGU
BGU
Bishke
k M
edica
l Aca
dem
y
KGUSTA
KRSUM
UK
KGAFKiS
AUCA0
20
40
60
80 68 67.5 64.9 62 59.6 5951 49.5
34.3
5.1
Percentage
detecting and monitoring
– computer programs and other IT instruments
– tip lines and other reporting venues
– surveys
– audits
punitive measures
– protests and violence
– legal action
– career / status sanctions
– academic / professional sanctions
multi-purpose measures
– accreditation systems
– education / awareness raising
– publicity
30
31
Fighting Corruption
Upgrade your knowledge –
Make your universities more ethical
Ian Whitman
32
the integrity imperative
• social justice (moral dimension)
• trust in the meritocratic process
• proper use of public resources
• potential loss of talent
33
the way forward
• more documentation and closer monitoring (surveys, reporting mechanisms)
• more systematic assessment of which policies and instruments work
34
Everybody is equal.
But some are more equal than others.
George Orwell