Based on empirical data from selected public universities in Khabarovsk, Russia, this paper compares first-and fifth-year students regarding their attitudes towards corruption in general and university corruption in particular. Even after making both groups of students comparable with respect to a range of socioeconomic characteristics by a matching approach, the results suggest that fifth-year students are more open to a range of informal and corrupt practices than first years. Our analysis therefore points to the possibility that the Russian higher education system might 'favour' compliance with corruption and informal practices, with potentially detrimental consequences for the Russian society as a whole.
ARTICLE HISTORY
The lack of academic integrity is a huge problem at many universities around the world. International students seem to be more frequently involved in various types of cheating compared to domestic ones. This paper discusses some possible reasons for academic dishonesty and shows some successful remedies from different countries.
Actions underpinned by the lack of academic integrity are increasingly impacting academic processes within the higher education sector around the world. Bribery, plagiarism and other forms of deception that enable students to obtain undeserved grades or degree certificates undermine the purpose and mission of higher education. By drawing on a large dataset obtained through face-to-face interviews with students in Ukraine, this paper explores the determinants of several forms of students' academic misconduct and provides insights as to which groups of students are more likely to engage in either monetary or non-monetary corruptioninformation that will be of interest to educators, policymakers and other practitioners.
Abstract. The authors investigate the effect of anti-corruption educational materials -an informational folder with materials designed by Transparency International -on the willingness of students to participate in an anti-corruption campaign and their general judgment about corruption in two cities in Russia and Ukraine by conducting experiments. During a survey of 350 students in Khabarovsk, Russia, and 600 students in Lviv, Ukraine, young people were randomly exposed to either a folder with information about the negative effects of corruption in general and in the higher education system in particular (treatment group), or a folder with information irrelevant to corruption (control group). The effects were statistically significant in the total sample in Khabarovsk and only in some social groups in Lviv. The results might be interesting not only for scholars, but also for policy makers and practitioners.
administrative measures intended to give the government direct control over international education, which it previously could not influence through traditional methods (i.e., by cutting public subsidies).
Continuous Attacks on Academic FreedomThis legislative amendment is the most recent policy initiative targeting academic freedom in the country. Previously, the Hungarian government has employed similar tactics in order to diminish the influence of public universities in the country. In 2014, another amendment to the national higher education law gave the prime minister the power to appoint chancellors with executive financial responsibilities at public universities. As a result, the power of rectors has been relegated solely to the academic sphere. This arrangement was reinforced by a 2015 amendment to the higher education law, which delegates strategic planning for medium-and long-term goals to university-level advisory bodies mainly comprised of representatives of the national government. The official rationale behind these amendments was to improve the efficiency of publicly funded universities. However, such policies have in fact reduced institutional autonomy and allowed the government to have direct control over university operations.
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