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Author information: Mr. Mthuthukisi Ncube ( Gwanda State University-GSU, Insiza, Zimbabwe)

‘Exploring the Prevalence of Sexually Transmitted Marks Phenomenon among Higher Education Institutions’. Author information: Mr. Mthuthukisi Ncube ( Gwanda State University-GSU, Insiza, Zimbabwe)

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Author information: Mr. Mthuthukisi Ncube ( Gwanda State University-GSU, Insiza, Zimbabwe)

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  1. ‘Exploring the Prevalence of Sexually Transmitted Marks Phenomenon among Higher Education Institutions’ Author information: Mr. Mthuthukisi Ncube (Gwanda State University-GSU, Insiza, Zimbabwe) (MSc-Development Studies Summa-Cum-Laude, a PhD Development Studies Candidate at the Institute of Development Studies, National University of Science and Technology, Bulawayo Zimbabwe

  2. Council on Higher Education CSIR, International Convention Centre, (MeiringNaude Rd, Brummeria, Pretoria, 0001, South Africa) Quality Promotion Conference 26-28 February 2019

  3. Introduction Many developing countries have steadfastly pursued academia as a necessary step towards economic development Tertiary institutions have renewed mandate to stir host-country economies through university 5.0 mandates emphasizing teaching, research, community engagement, innovation, and commercialisation/industrialisation However, academic dishonesty, known to be prevalent among many African tertiary institutions of higher learning (Taiwo et al., 2014) threatens the fulfilment of such mandate with many students committing academic dishonesty at some point of their academic pursuit

  4. Introduction Cont’d The notion of students using sexual favours to influence outcomes of academic assessments has taken root and become an increasingly common practice in higher education institutions Although the normal belief is that sexual transactions have been initiated by academics, there is evidence that students also initiate such transactions Consequently, efforts to eliminate this threat to academic integrity should not only be focused on academics/lecturers but also extended to students Teixeira & Rocha (2010); Mustapha et al.(2017) argue academic dishonesty has become an increasingly challenging issue among academic institutions

  5. Introduction Cont’d • Such argument finds expression in a study by Jones (2011), which found that a majority of students commit academic dishonesty inspired by several factors • They established that 92 per cent students cheat to ‘earn’ higher marks/grades while 75 per cent of them engaged in sexually-transmitted-marks because they were too busy (pressure) with lessons and assignments • Worse still, Willian, Nathanson and Paulhus (2010) suggest the percentage of academic dishonesty among students was approaching 100% compared to previous years

  6. Background to the Study • Sexual harassment is a global issue permeating both higher education institutions and workplace fabrics where males and females have reasons to interact (Morley and Lussier, 2009; Taiwo, Omole, and Omole, 2014), hence cannot be kept apart • Sexual harassment in universities and other higher education institutions is not limited to Africa (Morley and Lussier, 2009; Taiwo et al., 2014; MacKinnon, 1979) • Acknowledging illicit staff-student-sexual relations as a global challenge, Schuffer (2000); Taiwo et al. (2014) proposed that ‘sexual transmitted marks’ (STM) and all forms of sexual harassment deserve mainstreaming into academic curriculum particularly to reduce student vulnerability and increase restorative care to victims

  7. Background Cont’d • Sexual harassment and related academic fraud, while pervasive including in Africa, has often, albeit silently taken the form of sexually- transmitted-marks, a transaction, reported as sexual harassment (Morley and Lussier, 2009; Taiwo, Omole, and Omole, 2014) • Such approaches to this academic gangrene harbour perpetrators, victims, and the power relations involved • This guarantees the perpetuation of salacious relations, to the detriment of academic integrity (Morley and Lussier, 2009; Taiwo, Omole, and Omole, 2014) • Need for concerted research, exposés, corrective action that enhance academic integrity among IHE

  8. Background Cont’d • In Africa, tertiary educational institutions in Nigeria have been no exception • It is affirmed that in Nigeria’s IHE ‘sexually transmitted marks’ or ‘sex for grades’ is a living reality • Male lecturers perceive themselves as thin gods and such unprofessional behaviour risks being perpetuated unabated (Gaba, 2010; Imonikhe, Aluede & Idogho, 2012; Taiwo et al., 2014) • These views were buttressed in a similar study by Adetunji (2008); Taiwo et al. (2014) who reported a high prevalence of sexual harassment in educational institutions and the workplace

  9. Background Cont’d • Scholars concur, the harasser is usually older, powerful and poses something of value, beneficial to the harassed (Schuffer, 2000; Taiwo et al. 2014) • These factors induce ‘wilful submission’ to subtle “sexual coercion” associated with both sexual bribery (sex for favours) and sexual intimidation (threats if the victim does not comply with the demands for sexual favors) • These ensnaringly lure would-be victims on their own volition, camouflaging the practice thereby (Schuffer, 2000; Taiwo et al. 2014)

  10. Statement of the Problem • Academic dishonesty is a fundamental issue for the academic integrity of higher education institutions, (Brimble and Stevenson-Clarke, 2005) • Clearly, a foundational role of IHE is creating a conducive learning environment to produce graduates who are not only highly skilled/technically competent, but demonstrate high standards of honesty, ethical responsibility and commitment to serving various professions and society well (Brimble and Stevenson-Clarke, 2005) • Lupton, Chapman and Weiss (2000) summarise outcomes of lecturer-student cheating to two obvious problems for IHE • FIRSTLY: Threatens the equityand efficiencyof instructional measurement, thus, students’ relative abilities are not accurately evaluated • SECONDLY: Cheating students potentially reduce their learning; and are less prepared for advanced study/application of taught concepts • LASTLY: (At the broader, societal level) • It is likely that students who loath academic integrity while at university will likely treat with disdain integrity in their future professional and personal relationships • A growing phenomenon of sexually-transmitted-marks, a form of transactional lecturer-student sexual relations amounting to academic misconduct and student cheating directly undermines and negates efforts on this front, piling pressure on academics and institutions to manage it.

  11. Purpose of the Study • The study seeks to bring to light the existence of an academic gangrene eating away the academic fabric of integrity unrestrained • Advocates for the registration and de-registration of academics at IHE • Proposes the adoption of ethical code of conduct whose violation should attract penalties, including providing for deregistration

  12. Research Objectives & Questions Objectives Questions • To determine if sexually transmitted marks practices exist among universities • To highlight the mannerism in which the salacious relations manifest against integrity • To explore existing policy documents or regulations that outlaw sexually transmitted marks • To what extent do sexually transmitted marks practices exist among universities? • What mannerism of sexual relations manifest against integrity? • What existing policies outlaw sexually transmitted marks

  13. Methodology, Design & Analysis Interpretive Paradigm Qualitative Approach Descriptive Survey Purposive Sampling Data Collection Techniques (Interviews; & Semi- Structured Questionnaires) Data Analysis (SPSS & Thematic analysis)

  14. Theoretical Frameworks Sociocultural Model Rights Based Approach (RBA) • American Lawyer/Feminist Catherine MacKinnon argued power lies at the core of feminist theories of sexual harassment (MacKinnon, 1979) • From MacKinnon’s (1979)’s ideas, the Sociocultural Modelprovides a societal and political explanation of sexual harassment rooted in patriarchal society (Stanko 1985; Rospenda, Richman & Nawyn 1998; Lamesoo (2017) • Sexual harassment is a product of culturally legitimated power and status-differences between men and women (MacKinnon, 1979) • It is a manifestation of a wider system of asymmetrical power relations between men and women (Thomas 1997) • For Tangriet al. (1982); Lamesoo (2017) Sexual harassment dovetails gender socialization processes where men assert power and dominance over women at work and in society • The Model argues women experience more harassment than men (Tangri, Burt & Johnson 1982, Gutek 1985 Lamesoo, 2017) • A RBA is a framework that integrates norms, principles, standards and goals of the international human rights system into plans/ processes of task delivery • Characterised by methods/activities linking the human rights system and its inherent notion of power and struggle (Colm, 2007), between women and men (Tangriet al., 1982; Lamesoo, 2017) • RBAs stem from the ethical assumption all people are entitled to a certain standard of material and spiritual wellbeing, • Takes the side of people who suffer injustice (Colm, 2007; UNICEF Finland, 2015) • Brainchild of the UNICEF (1990), RBA ensures the meaningful /systematic inclusion and empowerment of the most vulnerable (Colm, 2007) • RBA recognises marginalisation, discrimination, and exploitation injustices as central causes of poverty (Colm, 2007) • The two aid/abet each other to analyse the phenomenon of STM among IHEs as an injustice

  15. Results & Discussion- Extent of Sexually Transmitted Marks’ Existence among IHE

  16. Gender-Disaggregated Respondents • The following, Fig.1 depicts the gendered disaggregation of respondents, indicating a 53% being females against 47% males. • It was necessary to have more females than males although the study did not target them specifically so as to ascertain the existence of sexually-transmitted-marks among universities. • All respondents acknowledged that sexually-transmitted-marks exist as a living gangrene among universities. The study’ census was unanimous that sexually-transmitted-marks have become gangrene among tertiary institutions through compromised integrity. All females further alluded to having experienced sexual harassment of one form or another during their tenure at university.

  17. Existence of Sexually-Transmitted-Marks among Universities • All the thirty respondents agreed sexually-transmitted-marks is a living gangrene among higher education institutions • Results show that the longer students and staff spend time with each other, the higher the probability of staff-students relations sprouting. • Diplomas and PhD students less targeted despite duration of stay at IHE. • This finding resonates with the power and control matrix by MacKinnon (1979), Lamesoo (2017) with female candidates having experienced less STM advances • Results from this study in Fig. 4.3 below show the educational levels of respondents with those with Master’s degrees clearly dominant (53%), followed by undergraduates (30%), jointly dominating the study with those with Masters’ degrees represented by 83% of the responses. PhD and Diploma students were least represented among respondents although all female respondents stated that they had all been exposed to sexually-transmitted-marks at some point during university education and or employment.

  18. Educational Level vis-à-vis Sexually-Transmitted-Marks

  19. Educational-Age-Range Cross Tabulation • Results from this study in Fig. 2 and Fig. 3 above show respondents’ educational levels that resonate well with the 41-49years age-range (37%) followed by the 26-30year age range (30%). The range with 31-40years was close (23%) of respondents • Master’s degrees holders were clearly the dominant (53%), they spend shorter periods at University compared to undergraduates, are more mature as depicted by age range • MSc Graduates (53%) and Undergraduates (30%) jointly represent 83% of the respondents, • All respondents directly/indirectly experienced STM at some point of their university tenure • PhD holders and Diploma level respondents were least represented among respondents although all female respondents stated that they had all been exposed to sexually-transmitted-marks at some point during university education and or employment. • This finding finds expression in Fitzgerald & Drasgow,1995; Fitzgerald’s (1993) landmark article by Sang, Kemboi and Omenge (2016) who suggested that 50% of all women in the United States at some time or other experience some type of sexual harassment, either in the workplace or in academic environment

  20. Duration at University vis-à-vis Exposure to Sexually-Transmitted Marks • The Fig. 4 adjacent shows an incremental trend with which sexually transmitted marks correspondingly manifest with each year spent at university, • This indicates sexual predators’ preference for students with longer duration (50%) among under-graduates but instantaneously for post graduates explained by the steep between 30% undergraduates and 53% among post-graduates. • This trend resonates well with the age-range of the target group where most post graduate students and administrators expressed exposure to STM. • Socialisation to this UHE culture could be a driver, explaining prevalence of STM among MSc and lesser among undergraduates , Diplomas

  21. Prevalence of Sexually-Transmitted-Marks among IHE • Results 43% respondents, hold the perception that sexually-transmitted-marks have reached: • ‘It’s too bad’milestone, 33% • ‘There is high incidence’ of sexually-transmitted-marks • Lastly, 24% lamented STM ‘alarming levels’.

  22. Prevalence of IHESexually-Transmitted-Marks Cont’d • Such results are corroborated by Vijayasiri(2008)’s research findings that indicate the ‘fear of co-worker backlash’ keeps victims from seeking organizational relief • Recommended such non-formal consequences of reporting should be addressed by future workplace sexual harassment policies among IHEs • Further corroboration by Atimieku (2015)’s findings also suggest ‘widespread mishandling of complaints erodes trust in the grievance process’, which in turn drives and influences future responses to sexual harassment

  23. Respondents’ Perceptions on STM Existence

  24. Initiators of Sexually-Transmitted Marks

  25. Extent to which Lecturers Initiate STM Relations Lecturers/students both initiate STM equally Lecturers & students engage in STM as consenting adults Literature portrays STM as transactions unequal standing on power terms (Fromuth & Holt, 2008; Fromuthet al., 2001; Howell and Egan, 2011) No equal terms exist on the market-place, including on sexual transactions “We are the only people who buy from the prices determined by the seller and sell from prices determined by the buyer” (Julius Nyerere) This concept applies to STM), at least to that extent to which STM practices consist a transactionbrokered on power imbalances

  26. Existence of Sexual Harassment Policy at IHEs 60% respondents’ experienced ‘No Sexual Harassment Policies’, 40% were ‘aware of the Sexual Harassment Policies’ at IHEs attended Non-communication of policies to would-be beneficiaries results in Policy Evaporation (defeats purpose) of their establishment In policy evaporation, policy goals concerned with increased ‘awareness of freedom from sexual harassment in IHEs’, are not communicated, hence unimplemented ‘Non-action on reported cases’ erodes them. Despite the empowering nature of Sexual Harassment Policies, lecturers have remained a law unto themselves IHEs now havens of STM where lecturers have carved a niche as sexual predators Gender-related-policy evaporation is a common phenomenon (Longwe, 1997) Policies evaporate bit by bit, between formulation and its implementation (Longwe, 1997) However, evaporation can be a very rapid process in patriarchal IHEs

  27. Any Punishment for Predators • Results: 87% of respondents believe no punishment is imposed on offenders, even against reported cases • 13% argued Sexual Harassment Policy was never communicated in the first place • This paints scenarios of organisations supportive of their own despite facts to the contrary • This in turn drives and perpetuates STM in IHEs • Finding aligns with assertions by MacKinnon (1979); Kitzinger and Thomas (1995); Lamesoo (2017) resilience of victims, hegemonic power of perpetrators, and the sociocultural model support of men renders sexual harassment invisible

  28. Motive for Sexually-Transmitted-Marks

  29. Conclusions Objectives Conclusions • Do sexually transmitted marks practices exist among universities • To highlight the mannerism in which the salacious relations manifest against integrity • To explore existing policy documents or regulations that outlaw sexually transmitted marks • The notion of STM not only exists among IHEs, it is evolving into an generic IHE culture • STM relations manifest as transactional relations, making them, cyclical after the academic calendar • Sexual Harassment Policies Exist among some IHEs, but barely communicated & implemented, and hence evaporate

  30. Recommendations Research Questions Recommendations • Do sexually transmitted marks practices exist among universities • To highlight the mannerism in which the salacious relations manifest against integrity • To explore existing policy documents or regulations that outlaw sexually transmitted marks • Coining, communication, and full implementation of Sexual Harassment Policies at IHEs • Craft Sexual Harassment Policies that expressly target STM in IHEs • Establish independent STM Monitoring Unit for implementation of Sexual Harassment Policies at IHEs

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