Arranged alphabetically by author

•  Bowman, L. (2004). The plagiarism plague: A resource guide and CD-ROM tutorial for educators and librarians. New York: Neal-Schuman Publishers.

This multimedia package provides librarians and educators with the weapons they need to combat the plagiarism plague. Bowman provides new insight into how schools and universities are coping with this problem, and offers detailed guidance on how to teach students to properly use published and copyrighted information.

•  Eckstein, M. (2003). Combating academic fraud: Towards a culture of integrity. Paris: UNESCO International Institute for Educational Planning.
http://unesdoc.unesco.org/images/0013/001330/133038e.pdf

This study discusses the forms, causes and consequences of academic fraud and identifies some means of limiting it. The emphasis is on school-based examinations at the upper secondary school level and the transition points to higher education and training. The main focus is on misconduct in ¡°high stakes¡± external examination systems. This investigation also considers detection of, and protection against, plagiarism, fraudulent credentials and electronic means of fraud.

•  Ezell, A., & Bear, J. (2005). Degree mills: The billion-dollar industry that has sold over a million fake diplomas. Amherst, NY: Prometheus Books.

Fueled by the Internet, more than 300 active degree mills are selling thousands of fake degrees each week, including medical and law degrees. Their total sales exceed $500 million a year, yet the damage that their "customers" do is immeasurable. Ezell & Bear reveal the shocking dimensions of this growing scam. They show how degree mills operate, offer detailed warning signs that a school might be fake, tell how to check up on anyone's degree, and what to do when a fake degree is discovered. Also provided are information and links to useful lists of bad and fake schools.

•  Hallak, J. & Poisson, M. (2007). Corrupt schools, corrupt universities: What can be done? Paris: International Institute for Educational Planning.

This book draws conclusions from six years of research conducted by IIEP in the area of ethics and corruption in education. It aims at sensitizing decision-makers and educational managers to the importance of combating corruption in education; at providing them with key tools to detect and assess corruption problems; and at guiding them in formulating strategies to curb malpractices. It refers to the experiences of over 60 countries, on the basis of information collected in partnership with ministries, development agencies and national research institutions

•  Johnston, M. (2000). Corruption and democratic consolidation. Hamilton: Colgate University.

This paper is an overview of major themes in a work in progress on corruption and democratization. It offers an exploration of connections among corruption, politics, and markets in newly-liberalizing countries. A new generation of corruption research has produced intriguing evidence on the developmental costs of corruption -- particularly in terms of economic development -- but too often implicitly treats corruption as essentially the same thing, with essentially the same causes and implications, wherever it occurs. I suggest that underlying difficulties of consolidation manifest themselves in at least four distinct syndromes of serious corruption with differing implications. Analyzing a country's corruption can help us understand its deeper consolidation problems. Further, considerable synergy is possible in the medium to long term among democratic, market, and anti-corruption reforms. The histories of countries where once-high levels of corruption have fallen, in the course of the evolution of more open and competitive politics, support this view. Their political and economic development have been made more sustainable, in turn, by lasting reductions in corruption.

•  Washburn, J. (2005). University, inc.: The corporate corruption of American higher education. New York: Basic Books.

This book explains how the emerging alliance between the worlds of academia and business puts America's universities at risk and how this union will affect us all. The author argues that commercial forces have quietly transformed virtually every aspect of academic life and, as a result, universities are abandoning their traditional role as disinterested sources of education, alternative perspectives, and wisdom.