Arranged alphabetically by author

•  Allen, D. & Waite, D. (2003) Corruption and abuse of power in educational administration. The Urban Review. pp. 281-296.

•  Adan, E. (2004). The forensics of academic credential fraud analysis and detection. ADSEC News, 1(4), 1.
http://www.nafsa.org/_/Document/_/admissions_wrap-up_newsletter_4.pdf

This article discusses the definitions and types of academic credential fraud, and the reasons for the rise in the number of illegitimate credentials. It presents a quasi-scientific examination approach to credential analysis and fraud detection, which will allow analysis to conduct a transparent review of the elements physically identifiable as potentially questionable and lead to evidential confirmation of fraud and/or verification of legitimacy.

•  Altbach, P. G. (2005). Academic corruption: The continuing challenge. International Higher Education, 38, 5-6.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News38/text003.htm

This article reviews a number of recent press reports on academic corruption, which provide a sense of the scope and variety of the problem worldwide. The reasons for the current focus on corruption in higher education are also discussed.

•  Altbach, P. G. (2004). The question of corruption in academe. International Higher Education, 34, 8-10.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News34/text004.htm

This article discusses some forms of corruption including professorial misconduct and corruption in examinations, and looks at causes and consequences of academic corruption. It also considers the characteristics of higher education systems that are especially prone to corruption.

•  Barrett, R., & Cox, A. L. (2005). 'At least they're learning something': the hazy line between collaboration and collusion. Assessment & Evaluation in Higher Education, 30(2), 107-122.

This paper reports the results of a study which investigated whether there is a common understanding of the terms plagiarism and collusion between students and staff. Participants made judgements on scenarios describing student behaviour in assessments. The results suggest that although plagiarism is well understood, the same can not be said of collusion. Both staff and students feel that collusion is much more acceptable than plagiarism because some learning is taking place. It appears that there is no consensus on the boundary between collaborative behaviour and collusion.

•  Bestuzhev, L. (2001). What is to be done with higher education? (Toward a statement of the problem). Russian Education and Society, 43(3), 28-35.

The problems that affect college students (and professors) today are totally due to the present situation in the subsystem of specialized secondary and higher education and in the country's system of public education as a whole.

•  Brown, G. (2006). Degrees of doubt: Legitimate, real and fake qualifications in a global market. Journal of Higher Education Policy and Management, 28(1).

This paper provides an analysis into the global phenomenon known as credential/qualification fraud, a $US 1 billion dollar ¡®cottage¡¯ industry which has tainted higher education in Australia, and does not appear to be abating. The study is developed through a conceptual framework of credentialism, degree creep and screening theory, which the author theorises spawns the demand for degree qualifications, both legitimate and ¡®less-than-wonderful¡¯ along continuums of legitimacy and acceptability. The paper suggests several key resources and tools that can be used by administrators of universities, non-self accrediting higher education providers and industry human resource managers. The paper concludes by reviewing key-global practices currently employed as proactive measures to minimise credential fraud, moving towards a best practice framework for Australia.

•  Brown, G. (2005). Fighting credential fraud. World Education News and Reviews, 18(5).
http://www.wes.org/ewenr/05oct/feature.htm

Presents a brief critique of Australian and American approaches to qualification verification and authentication.

•  Chapman, K., & Lupton, R. (2004). Academic dishonesty in a global educational market: A comparison of Hong Kong and American university business students. The International Journal of Educational Management, 18(7), 425-435.

This study compares US and Hong Kong university business students on three areas: cheating behaviors and perceptions, relationships between academic dishonesty and gender, and prediction of academic dishonesty. A total of 443 usable surveys were collected in the USA and 622 in Hong Kong. Statistically significant differences are presented followed by discussion and implications.

•  Chapman, D. (2002). Corruption and the education sector. Management Systems International.
http://www.usaid.gov/our_work/democracy_and_governance/publications/

This paper discusses reasons that national education systems are particularly vulnerable to pervasive corruption, forms that corruption takes within the education sector, and interventions that have been suggested for reducing corruption.

•  Dahlberg, J.E. & Mahler, C.C. (2006). The Poehlman case: Running away from the truth. Science and Engineering Ethics, 12(1), 157-173.

Eric T Poehlman, Ph.D., was an internationally recognized, tenured professor at the University of Vermont (UVM) in Burlington when, in October 2000, a junior member of Poehlman's laboratory became convinced that he had altered data from a study on aging volunteers from the Burlington area. This suspicion developed into one of the most significant cases of scientific misconduct in the history of the US Department of Health and Human Services' (HHS) Office of Research Integrity (ORI), launching a US Department of Justice (DOJ) civil and criminal fraud investigation and, eventually, to a much publicized guilty plea and felony conviction. In the end, Dr. Poehlman admitted to 54 findings of scientific misconduct made by the UVM and ORI, agreed to retract or correct ten of his publications and to exclude himself from federal procurement and nonprocurement transactions for life. The United States Government's handling of this case was distinguished by a highly cooperative approach that integrated the resources of the US Attorney's Office for the District Of Vermont (USAO) and both ORI and the Office of the Inspector General (OIG) in HHS in the common goal of prosecuting research fraud.

•  Hallak, J. & Poisson, M. (2006). Academic fraud, accreditation and quality assurance: Learning from the past and challenges for the future. In Higher education in the world 2007: Accreditation for quality assurance: What is at stake? New York: Palgrave Macmillan.

•  Hallak, J. & Poisson, M. (2004). Ethics and corruption in education: An overview. Journal of Education for International Development 1(1).

This journal article argues that the problems posed by corruption in education have been neglected for too long. It details the three assumptions that underlie the IIEP's project on "Ethics and corruption in education". It then describes the approach followed to tackle this sensitive issue within the framework of the project.

•  Hallak, J., & Poisson, M. (2003). Lithuania's ten-year bid to improve transparency in education. IIEP Newsletter, XXI(4), 7-8.
http://www.unesco.org/iiep/eng/newsletter/2003/octe03.pdf

The article highlights the strategies developed by Lithuania to improve transparency and accountability in the use of educational resources. The reforms included the development of more transparent regulatory systems in key domains such as school financing and examinations.

•  Heyneman, S. P. (2004). Education and corruption. International Journal of Educational Development, 24(6), 638 ? 48.

This paper draws on standard international definitions of ¡®corruption¡¯ and applies them to the education sector. It defines corruption in education, explains why it is important, and describes various types of corruption and their causes. Emphasis is placed on the role of higher education institutions in educational corruption, but the paper does not limit itself to higher education. In the end the paper suggests four categories of reforms designed to minimize the risk of educational corruption. These include reforms to: (i) educational structures, (ii) the processes of management and adjudication, (iii) the mechanisms of prevention and when wrongdoing occurs, (iv) the system of sanctions.

•  Heyneman, S.P. (2003). Education and Misconduct. In James Guthrie (Ed.) Encyclopedia of Education, vol. 5, (pp. 1659 ? 1668). New York, NY: Macmillan Publishers.

•  Janashia, N. (2004a). Corruption and higher education in Georgia. International Higher Education, 34, 10-12.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News34/text006.htm

This articles discusses the prevalence and magnitude of corruption in Georgia's higher education system, examines its causes and effects, and provides suggestions on how to curb academic corruption.

•  Janashia, N. (2004b). Fighting corruption in Georgia's universities. Academe, 90(5), 43-46.

This article discusses the prevalence and magnitude of corruption in Georgia's higher education system, and examines its causes and effects. It also discusses the recent reforms and current challenges facing Georgia's higher education system. Specific recommendations for addressing the challenge of academic corruption are presented.

•  Leeuw, H. de. (2004). Dealing with document fraud- the case of Afghanistan: Part 1. ADSEC News, 1(3), 10-12.
http://www.adsec.nafsa.org/news0412.pdf

This article discusses the context in which document fraud takes place among Afghan applicants.

•  Leeuw, H. de. (2004). Dealing with document fraud- the case of Afghanistan: Part 2. ADSEC News, 1(4), 6-15.
http://www.adsec.nafsa.org/news0412.pdf

This article presents the examples of both authentic and falsified documents from Afghanistan and offers a number of hints that might be helpful in detecting forgeries.

•  Rezaee, Z. & Elmore, R.C. (2001). Ethical behavior in higher educational institutions: The role of the code of conduct. Journal of Business and Ethics, 30(2), 171-183.

The need for written "codes of conduct" for businesses is evident in the current literature. However, then is not sufficient evidence regarding the implication of codes of conduct in a college. Academic dishonesty has become an important issue in institutions of higher education. Codes of conduct can also provide a basis for ethical behavior in colleges and universities. Survey respondents were generally supportive of the concept of codes of ethical conduct in colleges and universities. The results of this study indicate that college codes of conduct tend to follow a "low road" approach. The results also suggest the following needed improvements in college and university codes of conduct: (1) greater emphasis on preventing financial, scientific, and academic fraud; (2) more inclusion of the faculty in the process; and (3) establishment of a proper process for implementation of the code.

•  Riddoch, I., & Riddoch, B. J. (2004). A question of ethics: Tertiary-level teaching in botswana. International Higher Education, 34, 9-10.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News34/text005.htm

The article focuses on unethical teaching practices in tertiary institutions in Botswana, including reduced teaching efforts, plagiarism, abandonment of teaching responsibilities, and avoiding accountability. Wider implications of these abuses are discussed.

•  Rumyantseva, N. L. (2005). Taxonomy of corruption in higher education. Peabody Journal of Education, 80(1), 81-92.

This article explores the phenomenon of corruption that has become common in higher education in developing countries around the world. It develops the taxonomy of corruption in higher education, which distinguishes educational-specific corruption from that common to any public sector by identifying corruption that directly and indirectly involves students. It also distinguishes different types of educational specific corruption depending on the area of occurrence and the agents involved. The argument is presented that this classification disaggregates the complex phenomenon of corruption in higher education and develops common understanding of its structure and possible agreement on definitions.

•  Rumyantseva, N. L. (2004b). Higher education in Kazakhstan: The issue of corruption. International Higher Education, 37, 24-25.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News37/text013.htm

The article presents the findings of the two surveys which were administered to students and faculty of a large state university in Kazakhstan. The questions discussed include the evidence of corruption, formal and informal control mechanisms to regulate corruption, and perceived impact of corruption.

•  Rumyantseva, N. L. (2004c). Taxonomy of corruption in higher education. Peabody Journal of Education, 80(1), 81-92.

This article explores the phenomenon of corruption that has become common in higher education in developing countries around the world. It develops the taxonomy of corruption in higher education, which distinguishes educational-specific corruption from that common to any public sector by identifying corruption that directly and indirectly involves students. It also distinguishes different types of educational specific corruption depending on the area of occurrence and the agents involved. The argument is presented that this classification disaggregates the complex phenomenon of corruption in higher education and develops common understanding of its structure and possible agreement on definitions.

•  Salzwedel, M.R. & Ericson, J. (2003). Cleaning up Buckley: How the Family Educational Rights and Privacy Act shields academic corruption in college athletics. Wisconsin Law Review, 6, 1053-1113.

•  Sessink, O., et al. (2004). Securing web-based exams. Journal of Universal Computer Science, 10(2), 145-157.

Learning management systems may offer web-based exam facilities. Such facilities entail a higher risk to exams fraud than traditional paper-based exams. The article discusses security issues with web-based exams, and proposes precautionary measures to reduce the risks. A security model is presented that distinguishes supervision support, software restrictions, and network restrictions. Solutions to security problems are tools to supervise and monitor web-based exams, measures for exam computers with Windows and Linux, and secure network setups in common network architectures. The article intends to raise risk awareness among faculty in higher education, and to help technical staff to implement precautions.

•  Tanaka, S. (2001). Corruption in education sector development: A suggestion of anticipatory strategy. International Journal of Educational Management, 15(4), 158-166.

In this article, the author proposes an anticipatory strategy that will help professionals to protect an education project from corruption. Stating that there is no universal definition of corruption, the author argues that in anticipating corruption, one should be aware of possible disparities in recognizing corruption, and avoid imposing inappropriate culturally defined ideas when administering a project. Suggests that an anticipatory strategy is not a direct anti-corruption strategy, and may exist as a "hidden agenda" within the main project.

•  Teferra, D. (2001). Academic dishonesty in African universities--trends, challenges, and repercussions: An Ethiopian case study. International Journal of Educational Development, 21(2), 163-178.

This article presents the analysis of the findings of the survey administered to sixty Ethiopian academic staff with the aim to examine the state and gravity of academic misconduct in exam sessions in higher education institutions in Ethiopia. The state of academic dishonesty in Ethiopian higher education institutions is established, and a broader and comparative overview of the problem is presented. The repercussions of pervasive academic malpractice in a nation are discussed within the context of a family of the international academic and knowledge network.

•  Temple, P., & Petrov, G. (2004). Corruption in higher education: Some findings from the states of the former Soviet Union. Higher Education Management and Policy, 16(1), 83-99.

This article examines some theoretical approaches to the study of corruption, and presents empirical data on corruption in higher education from Russia and Azerbaijan. While both states examined have a common political heritage, higher education corruption appears to be of a diverging character in the two states. The authors suggest that social capital offers a helpful theory in understanding the varying levels of corruption encountered in the two states. Social capital theory also perhaps suggests that significant reductions in the extent of corruption will not be achieved by purely technical means, but require a broader approach to achieve a strengthened civil society.

•  Waite, D., & Allen, D. (2003). Corruption and abuse of power in educational administration. The Urban Review, 35(4), 281-296.

This article begins to uncover the range, if not the depth, of corruption and abuse of power in educational administration in K-12 and higher education institutions. It represents an initial ethnology of the topic. Examples are taken from several countries, most notably Mexico, China, and the United States, and discussion revolves around the relation between corruption and hierarchical, pyramidal bureaucracies.

•  Yang, R. (2005). Corruption in China's higher education: A malignant tumor. International Higher Education, 39, 18-20.
http://www.bc.edu/bc_org/avp/soe/cihe/newsletter/News39/text011.htm

This article discusses three aspects of academic corruption in mainland China, including corruption in research administration, academic promotion, and doctoral students' training. It examines the causes and consequences of various corrupt practices prevalent in the three areas.

•  Yang, R. (2004). Corruptness in education: A tentative discussion. Chinese Education and Society, 37(1), 89-100.

The writer discusses corruption in higher education in China. After considering the concept and definition of corruption in education, the writer examines the reasons for such corruption and discusses the need to improve systemic construction at higher education institutions in order to tackle corruption.