The wider dimensions of academic integrity

Astore, William J.

doi:10.21913/ijei.v5i2.609

Cited by 3 publications

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“…Gibbs (2007) identifies the pervasive distortion of the purposes of higher education in university marketing: "…a general shift from…higher education as a public good to one where it is viewed as an extension of self interested economic policy". Similarly, Astore (2009) asks what message we send about higher education "when we tell students that their college experience will enhance their 'advancement potential' [and] speak of the need for improved marketing and 'branding' of our institution so that we can better sell ourselves to students? ".…”

Section: Previous Studiesmentioning

confidence: 99%

Integrity in higher education marketing? A typology of misleading data-based claims in the university prospectus

Bradley¹

2013

IJEI

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This paper examines misleading marketing claims in UK university prospectuses. It reviews earlier studies suggesting that the imagery and language of university marketing can be misleading. It considers the use of data and statistics by universities in their advertising – a topic not previously studied. From a sample of UK university prospectuses a typology of misleading data-based marketing claims is proposed, with nine categories: omission of facts and selective reporting; misleading wording; misleading inferences about an attribute; misleading associations between attributes; misleading endorsements; claim-fact discrepancies; falsehoods; carefully crafted comparisons, and claims without a reference point. Because choosing a university is so important to students and because universities aspire to high ethical and scholarly standards, the issues raised by these findings are significant. The two bodies empowered to address this issue in the UK do not take a proactive approach and so it must fall to universities themselves to address the ethical challenges raised by misleading marketing.

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Section: Previous Studiesmentioning

confidence: 99%

Integrity in higher education marketing? A typology of misleading data-based claims in the university prospectus

Bradley¹

2013

IJEI

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Do higher education institutes communicate trust well?

Gibbs

Dean

2015

Journal of Marketing for Higher Education

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The relationship between trust and information sources for new purchasers of higher education is discussed. A range of sources is evaluated by potential entrants into UK higher education, and indicates that universities tend to be regarded as the most trustworthy when information is directly associated with them and social networks, and friends and student-derived sources the least, along with KeyInformation Set (KIS) data. Keywords: higher education; communication, trust INTRODUCTIONMarketing in higher education has grown from information in a prospectus or year book into a range of communicative and relationship communication practices designed to attract students in the same way as consumers to cars, iPads and foreign holidays. The tangible benefits of fun and the economic promise of a university education have dominated higher education communications. Universities have promoted education, offering hedonistic gratification and routes to careers. to position education as their product or service as yet one more thing to be consumed (Lawlor, 2007). Furthermore, Klassen (2000) reports that in the USA the marketing of higher education institutional values and priorities is usually symbolised by the message 'that students will not need to change in order to be successful ' (2001: 21). In Europe state-controlled universities have introduced student fees and engaged in institutional marketing to distinguish themselves at a time when higher education provision has become available to increasing numbers of students. This seems beneficial and what one would expect from institutions that have internal trust and are trusted by the public (although questioned by Tierney, 2006, andStensaker & Harvey, 2011). Yet, in meeting this demand and securing their own financial futures as competition intensifies, institutions are 'engaging in professional marketing activities ' (Veloutsou, Paton & Lewis, 2005: 279) rather than, perhaps, enriching the educational and the common good. These activities run the risk of displaying overwhelming consumerism (Naidoo & Jamieson, 2005).The impact of these changes is summarised by Hassan, who observes: the commercialization of the university is primarily an economic and political process of transformation that has little if anything to do with education, knowledge production and the well-being of either staff or students. What is more, these changes are all being refracted through the prism of neo-liberal ideology. (2003: 77) DO HEIS COMMUNICATE TRUST WELL?2 With consumerism changing students into customers (Molesworth, Scullion & Nixon, 2010;Woodall, Hiller & Resnick, 2014) and tutors into service providers (Guzmán-Valenzuela & Barnett, 2013), with ever-more vulnerable and naïve students being encouraged to enrol, competition rather than sector collaboration has become the higher education market's ethos. One consequence of such a change is that trust in the common good, once assumed of higher education (Giroux and Giroux, 2004;Carvalho and de Oliveira Mota, 2010) has been shake...

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Conflicting debates about marketization of higher education: Pakistani universities as a case in point

Shahnaz

Qadir

2019

Cogent Arts & Humanities

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The wider dimensions of academic integrity

Cited by 3 publications

References 0 publications

Integrity in higher education marketing? A typology of misleading data-based claims in the university prospectus

Integrity in higher education marketing? A typology of misleading data-based claims in the university prospectus

Do higher education institutes communicate trust well?

Conflicting debates about marketization of higher education: Pakistani universities as a case in point

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