Corruption in Higher Education

1. Corruption in Higher Education Anne Lonsdale CBE Presented at Integrity Leadership Course Sponsored by Integrity Action Budapest, Hungary 5 July 2013

2. 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

3. 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

4. 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

5. 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

6. 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)

7. Cultural Issues • Fear : External Power e.g. Zimbabwe, fSU leading to self-censorship, flight • Bribes : underpaid faculty where ‘informal’ payments are accepted as part of survival e.g.fSU • Research Corruption, from massive competition, passim • Student Cheating : competition, ambition, e.g. Germany; ‘cultural imperative’ e.g. Kazakhs

8. 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

9. 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

10. RESPECT The oldest educational principle: ‘Maxima puerisdebeturreverentia’ ‘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.)

11. 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….

12. 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

13. Governance & other systemic structures: 1. Principles Nolan Principles for Public Life (1994) : • Selflessness, • Integrity, • Objectivity, • Accountability, • Openness, • Honesty, • Leadership

14. 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

15. 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)

16. ‘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 post- Soviet, post-ideological universities

17. 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

18. 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