Corruption in higher education

Abstract

Fig. 1 shows a conceptual framework describing several core elements of corruption in higher education, taking into consideration the complex inter-relationships among educational institutions, national and local government agencies, external agencies, and stakeholder communities. It is not meant to be an exhaustive representation but rather to show key general elements in the complex process of corruption in education, more generally, and higher education, in general. It represents a conceptual synthesis based on my own work on sector-wide approaches (SWAPs) to education planning (Weidman, 2001) and educational reform in the formerly Soviet style economic and education system of Mongolia (Weidman & Bat-Erdene, 2002) as well as the typologies of education corruption by Chapman (2002) and Rumyantseva (2005). This framework also reflects themes appearing in many reports and articles that, taken collectively, provide a detailed description of corruption at all levels of the educational systems in the EE Anderson & Photos, 2003; Asian Development Bank, 2004; Broers, 2005; Levin & Satarov, 2000; Rostiashvili, 2004; World Bank, 2006a) as well as other parts of the world (Bray, 2003; Heyneman, 2004; Tanaka, 2001; Hallak & Poisson, 2007; Meier, 2004; Meier & Griffin, 2005).