Unethical and Deadly Symbiosis in Higher Education

Crumbley, D. Larry; Flinn, Ronald E.; Reichelt, Kenneth J.

doi:10.1080/09639284.2012.667283

Cited by 14 publications

(16 citation statements)

References 46 publications

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“…These results are in parallel with the literature. Unlike public universities which are funded fully by the public, university administrations may use grades as a tool to keep students in private universities, which are nanced by the payments of students 4 . In fact, schools tend to make students and parents happy as they want to get high grades.…”

Section: Discussionmentioning

confidence: 99%

“…The grade in ation weakens standards; thus, it becomes di cult to compare grades with knowledge and competencies 3 . In ating the grades increases the tendency to wonder what is the essence of the grade 4 . Lately, there is a growing awareness that grade in ation might cause a greater problem compared to previous years.…”

Section: Introductionmentioning

confidence: 99%

“…Students receive gradings to indicate their academic success 5 . When the grades are in ated, the tendency to question the rationale behind the grading increases 4 . In this respect, "grade in ation" is a common explanation for rising notes in terms of giving higher grades to equivalent work.…”

Section: Introductionmentioning

confidence: 99%

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Pre-graduation Grade Inflation in Medical Training in Turkey: A Longitudinal Study From 2005 to 2020

Karadağ

2021

Preprint

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Background: Grade inflation in higher education institutions, that is the increase in students’ grades, has been observed since the 1960s. There are comprehensive proofs that document the allegations, prevalence and severity of grade inflation in higher education especially in American universities for the past 10 years. This study analyzes the change in the ratio of those graduated with a “very good (>2.99)” degree from medical education in Turkey within a 15-year-long period, the grade inflation (when all other factors are constant), and factors that affect the course grade. Methods: The analyses were carried out using the grade point average (GPA) of 9.618 students graduated from the medical faculty of 25 universities in Turkey, and 288.540 student grade for 7.597 courses. The study used the “real” university random effects estimator modeling considering the differences in universities with correlation, ANOVA, t-test and ANCOVA analyses. Results and Conclusion: The results revealed that there was a marginal increase in grades in medical training before graduation after checking the effects of factors that might affect the graduation grades. The 29% grade inflation detected is in line with the literature and is one of the highest values that have been reported so far. It was also detected that the ratio of graduates with a “very good (>2.99)” degree was 17% in 2005 and it increased to 46% in 2020. Additionally, the class size, academic degree of the tutor, grade, content of the course, types of the universities (public & non-profit private), accreditation of the program, and the age of the faculty are important determinants of course grades. According to these results, it is clear that both the uncontrolled expansion of medical faculties in Turkey and the decrease in quality cause an increase in grades. One of the most important results obtained is that accreditation slows down the grade inflation. Both the course grades following the accreditation process and the inflation in the graduation grades (grade inflation) slowed down significantly in the accredited faculties. This finding is an important example of the necessity of accreditation, which is referred to as the “golden standard” to improve the quality of medical education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pre-graduation Grade Inflation in Medical Training in Turkey: A Longitudinal Study From 2005 to 2020

Karadağ

2021

Preprint

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“…Consequently, SET can add more pressure on academics when it is used in their performance appraisals. Ensuring that students give high scores in SET and using it as a means to protect their job and pay so that fewer students fail present the potential for academics to perform actions related to unethical behaviour such as grade inflation or coursework deflation (Crumbley et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Does workload and institutional pressure on accounting educators affect academia at Australian universities?

Steenkamp

Roberts

2018

Accounting & Finance

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This paper examines accounting academics’ perceptions as to whether institutional pressure has increased in the previous 5–10 years subsequent to changes in the higher education environment, encouraging universities to adopt private sector managerialism. Results from 87 respondents indicated that workload pressures have increased and they experienced pressure to perform acts related to a student‐as‐customer model, which have negatively affected their well‐being and work quality. The majority are not actively seeking to leave academia, but believe it is not a good time for others to aspire to such a career. This paper contributes to the debate about the sustainability of accounting academia at Australian universities.

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“…This lack of academic preparedness has resulted in the need for remedial or developmental education at the post-secondary level (Crisp & Delgado, 2014). Because underprepared students often fail to adjust to the rigors of college-level coursework, instructors are sometimes forced to inflate grades, modify and dilute course content, and adjust teaching styles in order to pass students (Bar, Kadiyali & Zussman, 2012;Crumbley, Flinn, & Reichelt, 2012;Howell, 2011;Roselle, 2009;Tucker & Courts, 2010).…”

Section: Introductionmentioning

confidence: 99%