Transcript Corruption in Higher Education

Corruption in Higher Education
Anne Lonsdale CBE
Presented at Integrity Leadership Course
Sponsored by Integrity Action
Budapest, Hungary
5 July 2013
Corruption in Higher Education
• What is Corruption ?
• Cultural Issues
• What is a University for ? Core Virtues: Truth &
Respect
• The problem of Academic Freedom
• Mission, Policies, Penalties and Practice
• Governance, systems and structures
• ‘Truth’ and the curriculum
• Moral education in the 21st Century
What is corruption in HE ? 1
By Students :
for example..
• Cheating on application forms and documents
• Cheating in entrance and other exams and
term papers; paying others to take exams
• Plagiarism
• Buying or selling papers
What is Corruption in HE ? 2.
By Faculty:
for example..
• Falsifying CVs etc. Accepting bribes to admit or
pass students
• Seduction, Sexual Harassment or Bullying
• Other misuses of power, failures of respect
• Falsifying references
NB poor professional performance may not be
corrupt and has its own penalties
What is Corruption in HE ? 3.
Research:
for example..
• Falsifying applications, data, results, reports
• Stealing results
• Misusing grants
• Misusing power over graduate students and
research assistants
• Use of influence on publication
What is corruption in HE ? 4.
Institutional:
• Government relations and power pressures
• Governance issues
• Senior management corrupt, lax or permissive
• Lack of clarity on rules or their penalties
• Pressure of rankings
• Dangers of an over-commercial approach
• Box No. Universities, degree mills
• Semi-professional Sport (in US universities)
Cultural Issues
1. Fear : External Power e.g. Zimbabwe, fSU
leading to self-censorship, flight
2. Bribes : underpaid faculty where ‘informal’
payments are accepted as part of survival
e.g.fSU
3. Research Corruption, from massive competition,
passim
4. Student Cheating : competition, ambition, e.g.
Germany; ‘cultural imperative’ e.g. Kazakhs
What is a University for ?
The creation of new knowledge and
understanding, both for the individual and for the
local, national and international community,
through teaching, learning, research and service.
All that should be happening in the classroom and
laboratory can be covered by TRUTH and RESPECT
A university’s reputation takes centuries to build and a
moment to destroy
TRUTH
Teaching and Research should be
• evidence-based
• objective
• transparent
• as accurate as we can make them
They demonstrate respect for TRUTH, the
essential characteristic of a University
RESPECT
The oldest educational principle:
‘Maxima pueris debetur reverentia’
‘Pupils are owed the greatest respect’
This covers respect for the individual (courtesy) and
for the group, (professionalism)
(Failure in respect (rudeness, neglect) may not be
corrupt, but it is, at the least, misconduct and needs
correction.)
The problem of Academic Freedom
It arises in Prussia in 1810, the licence for
Lernfreiheit und Lehrfreiheit,
‘Freedom to Teach & Freedom to Learn’
What precedes Academic Freedom ?
the Revealed Truths of Religion v Blasphemy
e.g. Galileo, fundamentalism everywhere….
Mission, policies, penalties and
practice
• Mission Statement
• Policies e.g. promotion, research training,
• Penalties: Codes of Discipline for Faculty &
students
• Practice: Implementing all 3 from top down :
with clarity, transparency, repetition &
familiarisation, emphasis at Orientation, in
curricula, examinations, research
Governance & other systemic
structures: 1. Principles
Nolan Principles for Public Life (1994) :
• Selflessness,
• Integrity,
• Objectivity,
• Accountability,
• Openness,
• Honesty,
• Leadership
Governance, etc.
2. Systems
Open and accessible:
• Accounts, etc. online
• Salary scales standardized with clear
allowances
• Hiring process inclusive and externalized
• Admissions process externalized
• ‘Honour System’ or student contract
Governance, etc.
3. Structures
Openness
• Cross-membership of committees internally
• External membership of Boards (Hiring,
examinations, research degrees)
• Agendas, Minutes on the internal Website
(+ clearly stated/restated reserved business
rules
• Policies and Procedures for students, faculty, staff
• Widely based financial and disciplinary
committees (US v UK practice)
‘Truth’ and the Curriculum
The role of critical thinking and evidence –
based learning.
i. Teaching ‘Creationism’ – a hangover from
the days of universities as religious
institutions
ii. Teaching Ethics and Politics in postSoviet, post-ideological universities
Moral Education in the 21st Century
• Is it possible ? Desirable ?
• Does a university emphasise ‘international’
values ? If so, beware cultural relativism
• Universities today may have strong religious or
ideological values – or none. In either case,
beware cynicism
Moral Education – Derek Bok
(former President of Harvard University)
“These, then, are the elements of a comprehensive
program of moral education: offering courses in
applied ethics..,discussing rules of conduct with
students and administering them fairly, building
strong programs of community service,
demonstrating high ethical standards in dealing
with moral issues facing the university, and, finally,
being more alert to the countless signals that
institutions send to students and trying to make
these messages support rather than undermine
basic norms.” Universities & the Future of America,1990