ETHICAL ISSUES IN HIGHER EDUCATION

Over recent years one higher education ethical issue,
often referred to as academic corruption , has been
increasingly widely recognized. However, there is
little academic literature on defining and explaining
academic corruption, and suggesting effective
counter-measures. This book explores the major
issues surrounding academic corruption via critiquing
the policies developed by the Chinese Ministry of
Education to control academic corruption. The
critique shows that the reactions of the policy
makers to the apparent deterioration of academic
ethics have been cautious and slow, but are heading
in the right direction. In particular, the policy
has undergone a change from quasi-symbolic to
material. Furthermore, an investigation of academic
corruption as it currently exists in China provides
an in-depth depiction of the super-complexity of
real-world academic ethics. Two core issues are
identified and a triangle power dynamics is
established to critically analyse the problem. This
book should be particularly useful to higher
education policy-makers, leaders, teachers and anyone
else who is interested in issues of policy and ethics
or the Chinese educational development.

Autorentext
Kai Ren, MEd (Distinction): studied Education and Development at University of Bristol. Was university lecturer in China. Currently PhD student at University of Bristol. Holder of the prestigious British Overseas Research Scholarship. Major research interest: ethics in higher education; learning dispositions; academic underachievement.

Klappentext
Over recent years one higher education ethical issue, often referred to as 'academic corruption', has been increasingly widely recognized. However, there is little academic literature on defining and explaining academic corruption, and suggesting effective counter-measures. This book explores the major issues surrounding academic corruption via critiquing the policies developed by the Chinese Ministry of Education to control academic corruption. The critique shows that the reactions of the policy makers to the apparent deterioration of academic ethics have been cautious and slow, but are heading in the right direction. In particular, the policy has undergone a change from quasi-symbolic to material. Furthermore, an investigation of academic corruption as it currently exists in China provides an in-depth depiction of the super-complexity of real-world academic ethics. Two core issues are identified and a triangle power dynamics is established to critically analyse the problem. This book should be particularly useful to higher education policy-makers, leaders, teachers and anyone else who is interested in issues of policy and ethics or the Chinese educational development.