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Difference between revisions of "Related Publications"
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Why do faculty members cheat? Why do they publish in “sham” journals, falsify data, employ professional ghostwriters or even steal papers submitted to them for review and publish them as their own? Were they actively cheating as students in the past, and never taught about academic integrity? Are they just under pressure to publish, otherwise their contracts will be not prolonged or they will be not promoted? | Why do faculty members cheat? Why do they publish in “sham” journals, falsify data, employ professional ghostwriters or even steal papers submitted to them for review and publish them as their own? Were they actively cheating as students in the past, and never taught about academic integrity? Are they just under pressure to publish, otherwise their contracts will be not prolonged or they will be not promoted? | ||
The special issue deals with these and other relevant questions. We have contributions from both scholars and as well as practitioners covering different cheating techniques, from shpargalka to cheating involving technology, such as mobile phones or smart watches, and from simple ‘copying and pasting’ to more sophisticated ‘type-2 cheating’ or contract cheating. Some paper are based on a national context, some are comparative. We also have contributions discussing various forms of plagiarism and some of its consequences for the academia and beyond. Last but not least, the issue deals with possible remedies, measures, reforms and other initiatives aiming to mitigate cheating and plagiarism among students and faculty. | The special issue deals with these and other relevant questions. We have contributions from both scholars and as well as practitioners covering different cheating techniques, from [[shpargalka]] to cheating involving technology, such as mobile phones or smart watches, and from simple ‘copying and pasting’ to more sophisticated ‘type-2 cheating’ or contract cheating. Some paper are based on a national context, some are comparative. We also have contributions discussing various forms of plagiarism and some of its consequences for the academia and beyond. Last but not least, the issue deals with possible remedies, measures, reforms and other initiatives aiming to mitigate cheating and plagiarism among students and faculty. | ||
Corruption, fraud and other forms of unethical behaviour are problems that higher education faces in both developing and developed countries, at mass as well as elite universities. While academic misconduct is not new per se, its unprecedented dimensions, the growing challenge of mitigating and preventing it in many academic systems as well as its international aspect are rather new. This tendency requires more attention to be given to promoting ethics in higher education. Ethical behaviour in higher education is a very complex issue, however. It may be perceived differently by insiders and by outsiders; it is also deeply embedded into general institutional and cultural contexts, which makes the problem challenging for comparative analysis. | Corruption, fraud and other forms of unethical behaviour are problems that higher education faces in both developing and developed countries, at mass as well as elite universities. While academic misconduct is not new per se, its unprecedented dimensions, the growing challenge of mitigating and preventing it in many academic systems as well as its international aspect are rather new. This tendency requires more attention to be given to promoting ethics in higher education. Ethical behaviour in higher education is a very complex issue, however. It may be perceived differently by insiders and by outsiders; it is also deeply embedded into general institutional and cultural contexts, which makes the problem challenging for comparative analysis. | ||
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Fox, J. (1994) “The Difficult Transition from Clientelism to Citizenship: Lessons from Mexico.” World Politics, 46(2): 151-184. | Fox, J. (1994) “The Difficult Transition from Clientelism to Citizenship: Lessons from Mexico.” World Politics, 46(2): 151-184. | ||
Geertz, C. (1960) “The Javanese Kijaji: The Changing Role of a Cultural Broker.” Comparative Studies in Society and History, 2(2): 228– 249. | Geertz, C. (1960) “The Javanese Kijaji: The Changing Role of a Cultural [[Broker]].” Comparative Studies in Society and History, 2(2): 228– 249. | ||
Hilgers, T. and Macdonald, L. (eds.) (2017) Violence in Latin America and the Caribbean: Subnational Structures, Institutions, and Clientelistic Networks. Cambridge University Press. | Hilgers, T. and Macdonald, L. (eds.) (2017) Violence in Latin America and the Caribbean: Subnational Structures, Institutions, and Clientelistic Networks. Cambridge University Press. | ||
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Hönke, J. (2018) “Transnational Clientelism, Global (Resource) Governance and the Disciplining of Dissent.” International Political Sociology. | Hönke, J. (2018) “Transnational Clientelism, Global (Resource) Governance and the Disciplining of Dissent.” International Political Sociology. | ||
Hönke, J., and Müller, M.M. (2018) | Hönke, J., and Müller, M.M. (2018) “[[Brokerage]], Intermediation, Translation,” in Risse, Thomas, Tanja A. Börzel and Anke Draude (eds.) Oxford Handbook of Governance and Limited Statehood. Oxford University Press. | ||
Kitschelt, H. and Wilkinson, S.I. (eds.) (2007) Patrons, clients and policies: Patterns of democratic accountability and political competition. Cambridge University Press. | Kitschelt, H. and Wilkinson, S.I. (eds.) (2007) Patrons, clients and policies: Patterns of democratic accountability and political competition. Cambridge University Press. | ||
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The research project Informal Governance and Corruption - Transcending the Principal Agent and Collective Action Paradigms has [http://informalgovernance.baselgovernance.org published its findings]. The project is led by Dr Claudia Baez Camargo from Basel Institute on Governance, Professor Alena Ledeneva from University College London and Dr Scott Newton from SOAS, University of London and funded by the British Academy and UK Department for International development ([https://www.britac.ac.uk/informal-governance-and-corruption-transcending-principal-agent-and-collective-action-paradigms BA/DFID Anti-Corruption Evidence Partnership]). | The research project Informal Governance and Corruption - Transcending the Principal Agent and Collective Action Paradigms has [http://informalgovernance.baselgovernance.org published its findings]. The project is led by Dr Claudia Baez Camargo from Basel Institute on Governance, Professor Alena Ledeneva from University College London and Dr Scott Newton from SOAS, University of London and funded by the British Academy and UK Department for International development ([https://www.britac.ac.uk/informal-governance-and-corruption-transcending-principal-agent-and-collective-action-paradigms BA/DFID Anti-Corruption Evidence Partnership]). | ||
Among the outcomes of the project were four video [[interviews]] with | Among the outcomes of the project were four video [[Informality interviews|interviews]] with participating scholars of informality. | ||