Exploring the students’ perceptions regarding unethical practices in the Romanian educational system

Ghiaţău, Roxana Maria; Mâță, Liliana

doi:10.1016/j.ijedudev.2015.06.002

Cited by 6 publications

(2 citation statements)

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“…There have been copious studies examining student misconduct (Aslan and Yılmaz, 2021;Jian et al,2018;Thakkar and Weisfeld-Spolter, 2012) or (un)ethical practices in academia including teaching, research and faculty service duties of faculty (Burnaz et al, 2010;Campbell, 2000;Gao et al, 2008;Pelit and Güçer, 2006) and researcher perspectives (Huybers et al, 2020). However, research reflecting university students" views on faculty unethical practices is scarce and the existing ones either examine data on fewer aspects (Dinç and Gizir, 2019) compared to the current study, or adopt a quantitative approach (Ghiațău and Mâță, 2015;Ei and Bowen, 2002;Oldenburg, 2005;Owen and Zwahr-Castro, 2007;Özcan et al, 2013) revealing a limited perspective in a sensitive issue as this and use data from lower levels of education (Uğurlu, 2008). Similarly, Macfarlane et al (2014;p.340) states: "Once the literature related to student conduct and the ethical preparation of other professionals is discounted, there is considerably less research focused specifically on academic faculty".…”

Section: Introductionmentioning

confidence: 83%

Akademisyenlerin Etik Dışı Davranışlarına Yönelik Üniversite Öğrencilerinin Görüşleri

Erdemir

2023

Uluslararası Yönetim Akademisi Dergisi

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Global higher education systems worldwide and their stakeholders have substantially been affected by the transformative effects of neoliberal policies that challenged ethical practices through increasing competition, changing managerial understanding, diminishing academic freedom and meritocracy. Considering these effects, this research aims to investigate Turkish university students’ perceptions about unethical practices of faculty ranging from teaching and assessment to their service duties for students. In this qualitative study, 23 Turkish university students’ interview data were evaluated from The Cultural Dimensions Model of Hofstede. The overall impression was that students had high consciousness about academic codes of conduct. As to the major findings, while the top five frequently experienced unethical practices were “favoritism, professional incompetence, humiliation, autonomy vs. responsibility dilemma and verbal abuse”, only a few students defended their rights against unethical practices because they did not want to rock the boat or they had disbelief in positive change. The main implications are briefly: for academic leaders to form an anti-harassment office run by an independent body; for faculty to adopt a fair approach and be open to feedback; for students to reflect their concerns to faculty, report them to authorities when needed and develop their knowledge further about academic ethics.

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