Combating Academic Corruption and Enhancing Academic Integrity through International Accreditation Standards: The Model of Qatar University

Abstract

Academic institutions aim at achieving the highest standards of education and learning. Consequently, they prohibit academic corruption such as cheating or plagiarism. This article examines how international accreditation and quality assurance standards embody academic integrity as a main factor in deciding whether an academic institution should be accredited, and what ranking should an academic institution acquire in a competitive contest for educational excellence. Academic integrity is broadly defined to include, in addition to cheating and plagiarism, compliance with standards of human rights, labor rights, corporate social responsibility, ant-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to address these diverse standards and accommodate diversity and enhance access to education for all without discrimination. Academic institutions should also strictly require the highest standards in teaching and research. This article will discuss the different policies, laws, rules and regulations adopted by Qatar University as a model for incorporating academic integrity, which may be of interest to the international higher education community. This article will ask two main questions; are accrediting institutions asking the right questions to find out whether an academic institution strictly adheres to a policy of academic integrity, and whether policies adopted by academic institutions, Qatar University as a model, are adequate to address various violations of academic integrity.

Introduction

Academic corruption¹ is a common phenomenon in almost every university in the world.² Arab Universities are no exception.³ The World Bank defines corruption as “the abuse of public office for private gain.” Whether this definition applies to academic corruption depends on whether we consider education as a public good.⁴

Article 13 of the United Nations Convention Against Corruption calls upon States “to promote the active participation of individuals and groups outside the public sector, such as civil society, non-governmental organizations and community-based organizations, in the prevention of and the fight against corruption and to raise public awareness regarding the existence, causes and gravity of and the threat posed by corruption”. Article (13) (c) of the Convention states that such participation should be strengthened by measures such as “ Undertaking public information activities that contribute to non-tolerance of corruption, as well as public education programmes, including schools and university curricula.”

To what extent does Qatar University, as a model which may be of interest to the international higher education community, incorporate non-tolerance of academic corruption in the university curricula in its policies, procedures, rules and regulations?

It has been held by the highest court in Qatar that an employer may dismiss the worker without notice and without payment of the end of employment compensation if the employee submits false certificates or documents.⁵ In this case, the employee submitted a doctorate degree that he claimed that he received from “Hatford” university in the U.S., while there was no university that carried this name and the employee failed to provide evidence otherwise. The employee was hired based upon his status as a holder of a doctorate degree which in fact did not exist. This is an apparent example of misrepresentation of qualifications and credentials, a case of corruption that may be equally applicable to academic institutions if they fail to carefully and diligently review, examine and verify the qualifications and credentials of those who apply for an academic employment.

However, academic corruption is not limited to cheating or misrepresentation of qualifications and credentials. Since it was established, Qatar University awarded only two honorary doctorate degrees. Qatar University first honorary doctorate degree was awarded to Turkish President, Recep Tayyip Erdogan on December 2nd 2015. The Prime Minister of Malaysia, Mahathir bin Mohamad received the second honorary doctorate awarded by Qatar University in December 2019. As stated in Qatar University policy “Honorary Doctorate of Philosophy” degrees are awarded only to individuals with “extraordinary contributions”, “who merit special recognition of outstanding leadership and/or achievement in a field consistent with the university values.” This policy is designed to preserve academic integrity.

Absence of academic integrity,⁶ corruption, dishonesty, misconduct or malpractice include many forms including misrepresentation of qualifications and credentials, cheating,⁷multiple submissions,⁸ plagiarism⁹, or any other act that is inconsistent with the mission of an academic institution in providing the highest standards of education and learning. For the purposes of this Article, I broadly define academic integrity to include compliance with standards of human rights, labor rights, corporate social responsibility, anti-corruption measures, environmental protection, social media usage, protection of underage students, anti-radicalization and extremism, avoidance of conflict of interest, faculty professionalism, students codes of conduct and human experimentation. Academic institutions should adopt policies that are designed to accommodate diversity and enhance access to education for all without discrimination.

Academic Integrity, as such, should be incorporated in the factors that measure the reputation of an academic institution and determines its ranking. It has been argued that “A ranking methodology or scheme that principally focuses on academic integrity indicators ought to be explored by quality assurance agencies in national higher education systems. Such ranking schemes can act as an incentive for higher education institutions to improve their academic integrity standing. Poor ranking on the integrity front can occasion enormous reputation damages to institutions and act as disincentive for students to enroll at the institutions.”¹⁰ It has also been asserted that “Accreditation has the potential to reduce incidents of academic corruption.”¹¹

Research Question

This article will examine academic corruption and academic integrity by addressing two main questions: First: To what extent are academic accreditation and quality assurance standards designed to improve academic integrity and reduce academic corruption and whether in fact they assist academic institutions in achieving this goal? Second: What are the policies, procedures, rules and regulations that a university, such as Qatar University, put in place to combat academic corruption and enhance academic integrity and whether they may serve as a model for Arab universities in the region? Do they mirror the international standards of quality assurance and academic accreditation? Are there any omissions and gaps that must be reviewed and remedied?

Neither of these major issues has been adequately addressed. As has been observed “most current quality assurance methods are unlikely to uncover academic corruption” and “additional steps to address academic corruption” are needed including to “make explicit the commitment to reducing corruption.”¹² It has also been noted that there is lack of “well-defined policies that make clear how unethical behavior is defined and how infractions will be addressed.”¹³ I will attempt to address these two arguments.

Methodology

This article adopts a descriptive and analytical analysis of the two principle issues of focus. The article will cover the different accrediting agencies and how do they incorporate academic integrity as a main factor in deciding whether an academic institution should be granted accreditation. Then the article will analyze the policies adopted by Qatar University and how they adequately and effectively address academic integrity. The article will identify omissions and gaps and suggest more comprehensive policies to achieve this goal. The article also relies on a questionnaire that has been sent to various accrediting agencies asking the following questions: 1. To what extent is academic integrity a factor in granting accreditation? 2. What questions do you ask an academic institution to evaluate its level of academic integrity? 3. What policies would you consider as indicators of preservation of academic integrity? 4. What actions of an academic institution would signal in your judgement a case of academic corruption? 5. Do you include an explicit question on academic integrity? and 6. How do you define academic integrity? The answers that were received by the author will be utilized to further the arguments made throughout this research.

Literature Review

Shifting the Focus From Student Cheating and Faculty Plagiarism to a Broader Concept of Academic Corruption

Existing research focuses on student cheating and faculty plagiarism as the most obvious and common forms of academic corruption. This article adopts a wider scope of what constitutes academic corruption and addresses various issues including; corporate social responsibility standards, human rights policies, non discrimination in admissions, labor rights, verification of recruitment, an environmental policy, anti corruption measures and avoidance of conflict of interest, incorporating ethics in educational curricula, intellectual honesty, protection of intellectual property, policies, regulations and guidelines for research involving humans, professionalism of the faculty and students code of conduct. This approach is designed to unveil instances of academic corruption in an academic institution, whether these acts of corruption are committed by the students, the professors, the administrative staff or other third parties who are dealing with the university. This approach also emphasizes the core values that must be advanced by an academic institution such as respect for human rights and labor rights, observance of the principles of non discrimination and avoidance of conflict of interests and compliance with the rules of law pertaining to protection of children and protection of intellectual property rights…etc.

This is by no means a new approach. It has been argued that combating academic corruption should cover nine categories; corruption in higher education governance, corruption in the regulation of higher education, corruption in admissions and recruitment, corruption in assessment, corruption in credentials and qualifications, disparities in standards and values, misconduct in research and academic publishing and networking and communication to counter corruption.¹⁴

It has also been argued that educational corruption entails many forms including criminal act, tortious conduct, such as fraud or breach of fiduciary duty or “conduct that betrays the values that form the moral basis for the educational process, foremost among those being intellectual honesty.”¹⁵

Writings on Quality Assurance and Academic Accreditation in the Arab Region

Most writings on quality assurance and accreditation in higher education cover regions other than the Arab region, such as Russia and India.¹⁶ Intensive Research has also been conducted on universities in Latin America¹⁷ and Eastern Europe.¹⁸

To be sure, there have been early writings calling for the need for quality assurance in Arab academic institutions, including “integration of the quality assurance into the institution commitments, staff persuasion and engagement, commitment by each of the organizational units involved to ensure the quality in all of the services provided, and the development of a positive corporate culture.”¹⁹ Some research have been done using samples from private universities in Lebanon²⁰ or in the gulf region²¹ including Saudi Arabia.²² These writings raised the importance of quality assurance and academic accreditation stating that “higher education institutions should adopt quality assurance and accreditation as an instrument to achieve goals to reach standards at global level.”²³

While focusing on cheating in Arab universities, several reasons have been advanced, including that grades are more important than learning for students, and that obtaining a degree is more necessary than acquiring knowledge or skills.²⁴ In addition, references are made to an Arab culture of “fahlawa”, an ability to achieve goals with minimal efforts and “wasta” or nepotism.²⁵ Also contributing to cheating, the easy use of the internet²⁶ and tolerance by the universities officials.²⁷ Instances of academic corruption have been recorded in Arab universities, such as the famous 2019 investigation in four Lebanese universities selling fake diplomas, It was alleged that bribes changed hands. 40 arrests were made.²⁸

None of these writings, however inquire into the polices that must be adopted by Arab academic institutions to combat these instances of academic corruption and to put in place the appropriate response. I will analyze the policies of Qatar University as a model that may be followed by other universities in the region.

A Need for a More Effective Quality Assurance and Academic Accreditation Programs in the Arab Region

Quality assurance and academic accreditation of higher education in the Arab region is relatively new.²⁹ It has been observed that the recent vast increase in higher education institutions was not accompanied by the proper and effective quality assurance programs.³⁰ It has been stated that in Arab countries “the licensing of private and public universities can be strict, but follow-up monitoring is generally weak. So, for many degrees, universities have come to rely on European and American agencies to review the quality of educational programs.³¹ As has been noted “there is a need, therefore, to establish a strong regional accrediting body to define and maintain standards of art and designed education."³² Seeking international accreditation from external agencies in Europe or the United States may also be motivated by “prestige”.³³

It has also been established that “higher education institutions across the region need to focus on adopting and internalizing a culture of evaluation and accountability at every level among administrators, faculty, and students. Attention should be given to assessing teaching, program quality, and student outcomes. A standards-driven system is the only way to ensure that educational outcomes achieve individual and societal needs.”³⁴

While an Arab Network for Quality Assurance and Higher Education (ANQAHE) was established in 2007, it has not been effective in monitoring quality assurance in the region. In the same year, the Arab Organization for Quality Assurance in Education (AROQA) was established. The organization is limited to evaluating schools. The only university that has been accredited by the agency is Al-Janan University.

Lack of regional quality assurance and academic accreditation agencies has led Arab universities to seek international accreditation such as that granted by the Accreditation Board for Engineering and Technology (ABET)³⁵ and that granted by the Accreditation Council for Pharmacy Education – International Services Program (ACPE – ISP) and the German Accreditation Agency in Health and Social Sciences (AHPGS),³⁶ and other international accreditation agencies that we will discuss in the following section.

First: International Accreditation and Quality Assurance Standards on Academic Integrity

International academic accreditation and quality assurance agencies are in consensus in incorporating academic Integrity in their evaluation and assessment of academic institutions and whether they meet the standards of quality education. “Commitment to Integrity in addition to academic freedom and institutional autonomy are highlighted as the main values adopted by the 2018 Bologna Process Implementation Report.”³⁷The International Network of Quality Assurance Agencies for Higher Education (INQAAHE)³⁸ recognizes as a key value that must be adopted in the practice of quality assurance, the “belief in the primacy of academic freedom and institutional integrity.” In Asia, the Asia Pacific Quality Network (APQN)³⁹ operates as a regional network for the purpose of enhancing the quality of higher education in association with the international Network for Quality Assurance Agencies in Higher Education (INQAAHE), “to promote good practice in the maintenance and improvement of quality in higher education in the Asia–Pacific region.”⁴⁰ and “to enable members of APQN to alert to dubious accrediting practices and organizations.”⁴¹

The National Council for Accreditation of Teacher Education [NCATE]⁴² and the Center for Quality Assurance in International Education⁴³ collaborated in defining quality education in accordance with the accreditation standards developed by NCATE. They are six; based on candidates’ knowledge, skills, professional dispositions, assessment system and limit evaluation; field experiences and clinical practice, diversity, faculty qualifications, performance and development, and the unit governance and resources.

The United Nations Educational, Scientific and Cultural organization [UNESCO] issued in 2008 an advisory statement titled “Toward Effective Practice: Discouraging Degree Mills in Higher Education,” in collaboration with CHEA⁴⁴ and in 2016, both issued an “Advisory statement for Effective International Practice: Combatting Corruption and Enhancing Integrity: A Contemporary Challenge for the Quality and Credibility of Higher Education”.⁴⁵ In 2019, the two organizations developed a set of questions that are essential for quality assurance and accreditation in combating academic corruption and enhancing integrity. These questions included, “whether your organization has a working definition of “academic corruption”, whether it has a public commitment to reducing academic corruption, whether it is accountable to the public in terms of transparency and integrity of its own activities, whether it is prepared to challenge higher education providers about corrupt practices, whether it is proactive in monitoring suspicions of misconduct and academic corruption in its activities, whether it arranges site visits with short notice to higher education institutions, whether it provides support to higher education providers for developing educational and research quality standards, whether it interacts with other higher education stakeholders to combat academic corruption, whether it is involved in networking activities with relevant bodies at local level, such as the media, to share practices, whether it is active in advocating legislation with the following objectives: countering degree and accreditation mills and contract cheating companies, regulating better leadership and governance of higher education providers, and providing protection for whistleblowers, whether it conducts research to inform and enhance policy and practices that address corruption in education and research, and whether it has formed an informal link with quality assurance bodies in the education sector.”⁴⁶

The Association to Advance Collegiate Schools of Business (AACSB)⁴⁷ sets principles for accreditation that are based on core values especially encouraging and supporting “ethical behavior” by students, faculty, administrators and professional staff, in addition to maintaining “collegiate environment”⁴⁸ and a commitment to “corporate social responsibility”.⁴⁹

The Foundation for International Business Administration Accreditation [FIBAA]⁵⁰ accredits academic institutions in accordance with the Standards of the German Accreditation Council and the standards embodied in European Standards and Guidelines (ESG). The Standards and Guidelines for Quality Assurance in the European Higher Education [ESG] of 2015 emphasize academic Integrity. ESG was initially adopted in 2005 as a result of a cooperative effort made by the European Association for Quality Assurance in Higher Education (ENQA), the European Students Union (ESU), the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA).⁵¹ The 2015 version is a product of revisions that were then adopted by the Ministers responsible for higher education in European Higher Education.⁵² Quality assurance policies, according to the ESG standards, should support “academic integrity and freedom and its vigilant against academic fraud.”⁵³ Furthermore, institutions should “apply fair and transparent processes for the recruitment and development of the staff.”⁵⁴ Institutions should also “publish information about their activities, including programs, which is clear, accurate, objective, up-to-date and readily accessible”.⁵⁵ They should also regularly monitor, review and revise their programs. These reviews should also be published.⁵⁶ Institutions should have access to processes of complaints and appeals if they are not satisfied with the conduct of the external quality assurance processes.⁵⁷ Agencies conducting external quality assurance should ensure “the independence of the experts”⁵⁸ who are carrying out the interview, “by implementing a mechanism of no-conflict-of-interest”.⁵⁹ Their reports should also be published.⁶⁰ The agencies should be independent.⁶¹ “Independence is important to ensure that any procedures and decisions are solely based on expertise”.⁶² They should have in place “processes for internal quality assurance related to defining assurance and enhancing the quality and integrity of their activities”.⁶³

The International Association of Law Schools⁶⁴ adopted three main documents that emphasize academic integrity. The Singapore Declaration on Global Standards and Outcomes of a Legal Education establishes “transparency” as a main principle in the regulation of legal education, selection of students and their evaluation, and recruitment of faculty.⁶⁵ Again, “transparency” was recognized in the Madrid Protocol on the Principles of Evaluation of Legal Education; as one of the standards of any evaluation process.⁶⁶ The Judicial Standards of a Legal Education⁶⁷ provides that “the law and legal processes should be fair and transparent” and a legal education should “teach, model and shape a student’s course of the moral and ethical responsibilities of someone trained in the law”.⁶⁸ Based upon these principles the International Association of Law Schools established a new program titled “Evaluation, Assistance and Certification”. Five standards are evaluated; regulations, students, faculty, curriculum and infrastructure, and three outcomes of a legal education, knowledge, skills and values. The self-assessment report designed by the International Association of Law Schools asks a law school to describe how does the school instruct its students in “Social responsibly and ethical standards of the profession”.

The Singapore Statement on Research Integrity⁶⁹ calls for adherence to four principles including “honesty in all aspects of research, accountability in the conduct of research, professional courtesy and fairness in working with others and good stewardship of research on behalf of others.”⁷⁰

According to the International Centre for Academic Integrity,⁷¹ academic integrity is defined as “a commitment even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility and courage.”

In Africa, the Dar es Salaam Declaration on Academic Freedom and Social Responsibilities of Academics of 1990 provided for several principles that ensure academic integrity including its stipulation that “Access to education shall be equal and equitable”,⁷² and that “All members of the academic community have the right to fulfill their functions of teaching, researching, writing, learning, exchanging and disseminating information and providing services without fear of interference or repression from the State or any other public authority”.⁷³ The Declaration further provides that “institutions of higher education shall be independent of the State or any other public authority in conducting their affairs and setting up their academic, teaching, research and other related programs. The State is under an obligation not to interfere with the autonomy of institutions of higher education”.⁷⁴ The Declaration provides that “All members of the academic community have a responsibility to fulfill their functions and academic roles with competence, integrity and to the best of their abilities. They should perform their academic functions in accordance with ethical and highest scientific standards”.⁷⁵

In the United States, the Council for Higher Education Accreditation⁷⁶ promotes academic quality through accreditation and adopts a policy that emphasizes high accreditation standards that must be followed by accrediting institutions including demonstration of public accountability for performance and transparency.

The Arab Organization for Quality Assurance in Education (AROQA)⁷⁷ provides training on quality assurance and accreditation of universities in the Arab region. Arab guide for quality assurance and accreditation of universities of 2015 defines university ethics to include “policies that ensure academic integrity that must be published and should include accurate and well defined information about the university vision, mission and objectives, programs, curricula, academic degrees, tuition, financial status, admission conditions, graduation requirements, ethical and professional code of conduct, strict system of sanctions and rewards, transparency in financial administrative transaction, ethical limitations in use of modern technology, equal opportunities and justice in hiring and promotions, community service, right of complaint and appeal, academic freedom and students’ feedback of faculty performance”.⁷⁸

While academic integrity is an important indicator for granting accreditation, accrediting agencies do not always ask the question whether the academic institution has an explicit policy on academic integrity. Inquiries must be made into whether such policy provides for a clear definition of violations that constitute breach of academic integrity, whether there are specific procedures for hearings and resolutions of such violations, whether there are strict sanctions for these violations and whether there is an appeal process to ensure fairness and justice in any particular case.

In their answer to our questionnaire, for instance the British Accreditation Council (BAC) referred to key indicators to identify academic corruption including whether “the institution takes appropriate steps to identify and discourage cheating including plagiarism and other misdemeanors and to penalize offenders” and whether “the institution verifies that the student who registers in the programme is the same student who participates in the program and completes and receives the credit.” However, BAC the does not ask the academic institution to provide a specific and explicit policy on academic integrity.

Similarly, The Association to Advance Collegiate School of Business (AACSB) made it clear, in their response to our questionnaire, that its “standards are not prescriptive and therefore do not specify specific definitions for academic integrity”, and that “the school is expected to have appropriate policies and procedures that attest to a strong emphasis on ethical behavior, as well as a mechanism for identifying and remediating behavior by those associated with the conduct of the business school.” However, the AACSB does not require an academic institution to submit a comprehensive and independent policy on academic Integrity.

It is not entirely clear how does the process of accreditation and rankings contribute to the enhancement of academic integrity of an academic institution. At least, based upon my experience with Qatar University, especially at the College of Law where I served for many years as the chair of the Quality Assurance and International Academic Accreditation Committee, I can attest to the significant impact of this process in driving the university to fully and effectively comply with the international standards in quality assurance and academic accreditation.

So how do universities adopt policies, principles, guidelines, procedures, rules and regulations that are designed to fulfill the quality assurance standards regarding academic integrity that are required by accreditation and ranking institutions? I will try to answer this question by examining Qatar University rules and practices as a model for combating academic corruption and enhancing academic integrity. I will ask, in particular, to what extent do the adopted policies adhere to the main principles of human rights especially nondiscrimination and protection of the vulnerable? How do these Univeristy guidelines implement the basic tenets of corporate social responsibility? How are the procedures, rules and regulations designed to combat corruption? and how are they being drafted to meet environmental standards? I will also suggest the adoption of more specific and special policies on anti-radicalization and extremism measures, protection of underage students and social media usage among students.

Second: Policies, Guidelines, Procedures, Rules and Regulations Promoting Academic Integrity in Educational Institutions: The Model of Qatar University

History and Structure: Qatar University was established in 1973. It is a state university located in Doha, Qatar. The university hosts ten colleges – Arts and Sciences, Business and Economics, Education, Engineering, Law, Sharia and Islamic Studies, Pharmacy, College of Health Science, College of Medicine, and the latest College of Dental Medicine.

Ranking and Accreditation: Qatar University maintains its world ranking of the Times Higher Education (THE)⁷⁹ among the top 500⁸⁰ based upon the following five indicators; Teaching (the learning environment); Research (volume, income and reputation); Citations (research influence); International outlook (staff, students and research); and Industry Income (knowledge transfer). In the QS World University Ranking,⁸¹ QU moved from 332 in 2019 to 276 in the 2020 ranking and to 245 in the 2021 ranking⁸² based on these indicators; academic reputation, employer reputation, faculty/ student ratio, international research network, citation per paper and papers per faculty, staff with a PhD, proportion of international faculty and proportion of international students, proportion of inbound exchange students and proportion of outbound exchange students.

Many of the colleges of Qatar University are accredited as institutions or regarding the programs that they are offering. For instance, The Bachelor of Law program at the College of Law at Qatar University was accredited by the High Council of Evaluation of Research and Higher Education (HCERES)⁸³ in France for five years.⁸⁴ The College of Law also obtained an institutional accreditation for four years from the British Accreditation Council (BAC)⁸⁵ in the UK.⁸⁶ Other colleges at Qatar University are also accredited. The college of Business and Economics is accredited by the Association to Advance Collegiate Schools of Business (AACSB),⁸⁷ the College of Education is accredited by the International Recognition in Teacher Education (IRTE),⁸⁸ the Association for Childhood Education International (ACEI),⁸⁹ the Council for Exceptional Children (CEC),⁹⁰ and the National Association for the Education of Young Children (NAEYC).⁹¹ The college of Arts and Science is accredited by several accrediting agencies. Its Environmental Sciences Program (BSc. And MSc.) is accredited by both the Committee of Heads of Environmental Sciences (CHES)⁹² and the Institute on Environmental Sciences (IES)⁹³ in U.K. Its Mass Communication program is accredited by the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC),⁹⁴ Its Biomedical Sciences Program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS),⁹⁵ its Statistics Program is accredited by the Royal Statistical Society (RSS),⁹⁶ its chemistry Program is accredited by the Canadian Society for Chemistry (CSC)⁹⁷ and its Human Nutrition, BS is accredited by the Accreditation Council for Education in Nutrition and Dietetics. The College of Pharmacy is accredited by the Canadian Council for Accreditation of Pharmacy Program (CCAPP).⁹⁸ The College of Engineering is accredited by the Engineering Accreditation Commission (ABET),⁹⁹ and the Computing Accreditation Commission of ABET.

Seeking international accreditation by these academic institutions is explained by an absence of any credible and effective regional accreditation agency, as we previously discussed. It is also motivated by a desire to achieve higher ranking and compete with similar academic institutions around the world.

A Vision and a Strategy: As stated in Qatar Vision 2030 “Qatar aims to build a modern-class educational system that provides students with a first-rate education, comparable to that offered anywhere in the world.”¹⁰⁰ Qatar University Strategy 2018–2022 is based on a commitment to the value of “integrity” which it defines to include commitment to “the highest ethical standards of honesty, fairness, transparency, responsibility and accountability”. The Strategy outlines six core values that will enable the University to achieve its goals, including excellence,¹⁰¹ academic freedom,¹⁰² innovation,¹⁰³ integrity,¹⁰⁴ diversity¹⁰⁵ and social responsibility.¹⁰⁶

Corporate Social Responsibility Standards: Qatar University joined the United Nations Global Compact on Corporate Social Responsibility, which outlines ten principles¹⁰⁷ that are based on four main concepts; respect for human rights, observance of labour rights, compliance with environmental standards and adopting anti-corruption measures. The question becomes how does an academic institution such as Qatar University implement these principles¹⁰⁸ The University established a center for voluntarism that is designed to recruit students to volunteer inside and outside the university.

Qatar University is also a member of the United Nations Academic Impact (UNAI),¹⁰⁹ which also provides ten principles¹¹⁰ that are designed to advance a role of universities in achieving equal opportunity and global citizenship.¹¹¹

A Human Rights Policy?: While Qatar University does not adopt a specific policy that explicitly provides for respect of human rights,¹¹² it covers the main aspects of a human rights platform especially non-discrimination, freedom of expression, inclusion and diversity.

Freedom of expression is to be balanced with an anti-radicalization and extremism policy. While Qatar University does not have an independent explicit policy that carries this title, it takes different measures to avoid radicalization or extremism including monitoring students’ literature and posters,¹¹³ reviewing external speakers and guests,¹¹⁴ adopting a policy of tolerance and acceptance of others,¹¹⁵ raising awareness about the causes and consequences of extremism,¹¹⁶ training on anti-terrorism policies¹¹⁷ and collaborating with international organizations in the fight against terrorism.¹¹⁸ Perhaps a more comprehensive policy would be more appropriate.

Non-discrimination in admission: Qatar University adopts a policy of non-discrimination on the basis of race, gender or religion. International students are admitted on a competitive basis according to individual merit, as determined by the university. Qatar University also ensures that all its facilities are accessible to special-needs students.¹¹⁹ The university offers excellent candidates scholarships exempting students from tuition and books fees. Qatar University also supports Fulbright’s scholars.

Qatar University also adopts a policy that takes into consideration the rights of persons with disabilities or special needs, “To provide programs and services that ensure fair and appropriate access to programs, services, facilities, and activities for students with special needs, within the proper environment”, based upon the principle of inclusion¹²⁰ and to achieve the principle of equal opportunities for all.¹²¹

When students under the age of 18 are admitted, the University should take special measures to protect them including identifying appropriate accommodation arrangements, providing them with children’s social care, and protecting them against child abuse or any other form of violence, neglect, maltreatment or exploitation. Here also, it is advisable that Qatar University adopts a specific policy covering under age students.

To provide legal aid to the vulnerable, especially migrant workers, a law clinic was established at the College of Law at Qatar University, which offers pro-bono services in collaboration with a network of lawyers who volunteer their work and assist the different sectors of the Qatari society.¹²² The objective of the law clinic is providing legal aid to the vulnerable groups in the Qatari society through legal representation.¹²³

A center for community service and continuing education was established “aimed at promoting volunteerism, leadership and civic responsibility.”¹²⁴ In fact, assessment of performance of faculty members is based on four main criteria namely, teaching, research, self-development and community service.¹²⁵

Labor Rights: Qatar University policy also observes labour rights in employment contracts and hiring policies, strives to become a “model employer”,¹²⁶ and maintains a “friendly work environment”¹²⁷ and “a workplace that reflects the diversity of the broader population.”¹²⁸

Verification in Recruitment: In accordance with the “Academic Recruitment Guide” of Qatar University, “it is the university’s policy to verify academic credentials claimed by a prospective faculty and staff members. Should the verification not bear out the claim, any offer of employment to the individuals will be withdrawn, or, when necessary, the individual’s appointment at the institution will be terminated.”¹²⁹

Environmental Policy: It is the policy of the procurement and contracts department to acquire goods and services “in accordance with the plans and objectives set by the higher management of the Qatar University, where modern methods of procurement are applied in order to obtain the best competitive prices in terms of the quality of products and services and build good relations with suppliers in line with the interests of the University of Qatar.”¹³⁰ It is advisable that Qatar University explicitly provides for an environmental policy to acknowledge its commitment to the protection of the environment, especially advancing a purchasing policy that encourages purchase of products and services that are environmentally friendly and do not cause harm to the environment¹³¹ and which are designed to minimize waste.¹³² Such policy will be consistent with Qatar 2030 vision which calls for enforcing international standards for environmental protection.¹³³ A center for law and development¹³⁴ was established at Qatar University focusing on research on climate change, water security, energy security, food security, land degradation, desertification, environmental factors contributing to armed conflict, environmental damage caused by armed conflict, environmental law, air pollution, air quality, and energy law.

Anti-Corruption Measures and Avoidance of Conflict of Interest: In taking the necessary measures to combat corruption, the University adopts regulations that ensure financial transparency and responsible purchasing practices. The general rules and procedures regarding university grants ensure avoidance of potential conflict of interests. They provide that “No employee of QU external or internal grant or contract should have any interest, financial or otherwise, direct or indirect, or engage in any business or transaction or professional activity or incur any obligation of any nature, which is in conflict with the proper discharge of his/her duties at QU.”¹³⁵

Incorporating ethics in academic curricula: The College of law, for instance, offers courses that embody the university integrity rules, especially the newly established course on law clinics and the course on ethics of the legal professions.¹³⁶ There is also a course on business ethics offered at the College of Buisness and Economics.

Intellectual Honesty: Qatar University faculty handbook expects from the faculty as researchers to “seek knowledge and truth, and must therefore uphold the highest standards of major and ethical standards and Judgment. They must at all times demonstrate intellectual honesty, and not permit other interests to compromise their freedom of inquiry.” As teachers, they should encourage their students to learn and demonstrate “their respect for students by maintaining the appropriate roles as intellectual guides, advisors, and guardians of academic freedom. They facilitate and foster academic conduct, and evaluate student work in a fair and impartial way. They do not improperly exploit, harass or discriminate against students.”¹³⁷

Protection of Intellectual Property: The Intellectual Property Policy and Procedures of Qatar University provide for the ownership of the university of any and all intellectual property and inventions if they are conceived “utilizing university resources or other contributions of the university”. However, the originator shall have the intellectual property rights if they are generated on his/her personal time and using personal resources, or if they are no longer with the university.¹³⁸ Qatar University Authorship policy requires the main author or co- author to mention Qatar University as an affiliation in all academic work. Perhaps it is a good idea for Qatar University to consider adopting the WIPO Intellectual Property Policy Template for Universities and Research Institutions of 2019 which aims “ to provide an IP policy, including ownership, incentives, confidentiality and publication, IP management and commercialization, recording and maintenance of IP, and IP-related conflicts of interest”.¹³⁹ The WIPO guide, as such, is designed to “ ensure the legal protection, where applicable; effective management and commercialization of Institution IP; while at the same time not impeding with the traditions of education and scholarship, academic freedom, open and timely publications, institutional sovereignty, and the institution’s mission serving the public interest”.¹⁴⁰

Policies, Regulations and Guidelines for Research Involving Humans: Qatar University Handbook for Ethical Rules and Regulations for Research Involving Human Subjects provides for the principle of respect for humans stating that “ though the goal of science is to advance human health and welfare of all human beings, scientists should uphold the highest ethical standards that respect all living beings, with profound respect granted to human life and dignity.”¹⁴¹ These rules and regulations also provide for the principle of equitable selection of subjects, paying particular attention to “ vulnerable populations, such as children, pregnant women, mentally disabled persons, or economically or educationally disadvantaged persons.”¹⁴² Their full and informed consent should be sought and they should be subject to special protection. All research on humans must be submitted to the Office of Academic Research ( OAR) which conducts a review of its scientific merits and to the Institutional Review Board (IRB) to decide whether it meets the ethical standards. Protection of human subjects in conducting research and practical work is the subject of detailed “Policies, Regulations and Guidelines for Research involving Human” that were issued by the Ministry of Public Health of the State of Qatar.¹⁴³ In order to approve research covered by this policy, the Institutional Review Board (IRB) established thereunder must determine that risks to subjects are minimized, and that they are reasonable in relation to anticipated benefits. The Board must also determine that the selection of subjects is equitable, especially regarding “vulnerable populations, such as children, prisoners, pregnant women, mentally disabled persons or economically or educationally disadvantaged persons”.¹⁴⁴ The principles of informed consent¹⁴⁵ and protection of privacy are taken into consideration by the Board in making its decision to approve research that involves humans.

Professionalism of the Faculty: The Professional Conduct Policy of Qatar University defines professional misconduct to include “conflict of interest, research misconduct, breach of confidentiality and trust, misuse of university funds, equipment or facilities, breach of intellectual property, abuse of authority, defamation, harassment, conviction of crime, breach of professional ethics…” Under the professional conduct policy, research misconduct includes “fabrication, falsification, or plagiarism in proposing, performing, or reviewing research, or in reporting research results”. The “Faculty Consultancy Policy” grants faculty members the privilege of consulting based on a belief “in the enriching interaction of faculty members with industry, business, government, and other activities and institutions of (the Qatari) society” Therefore such consultancy is recognized in the annual appraisal of the faculty member when evaluating the extent of his/her service to the community. However, before entering into a consultancy agreement, the faculty member “must determine that the contemplated consultancy activities and arrangements will not involve a conflict of interest, misuse of university resources or name, infringement of intellectual property and /or unauthorized disclosure of confidential information related to University activities”. The professional Conduct Policy defines “harassment” as a form of “professional misconduct; “in which individuals face discriminatory behaviors based on race, age, gender, nationality, or religion.” It further states that “Harassing behavior includes verbal, written or physical conduct directed against another that is abusive, intimidating, humiliating, or generally impairs the opportunity to conduct work”.

Students Code of Conduct: Qatar University Code of Conduct expects a student “not to engage in behaviors that compromise their integrity, as well as the integrity of QU.” Academic violations under the Code are divided into three categories that include inappropriate collaboration,¹⁴⁶ dishonesty¹⁴⁷ and intellectual property violations¹⁴⁸ or plagiarism.¹⁴⁹ The Code of Conduct also provides for a number of non-academic violations including “harassment (verbal or physical) and/or intimidation of peers, faculty, and university visitors and employees in person or through channels of social media or emails, and using any social media channel to defame QU or posting pictures of any of the QU staff, faculty members, or students without their consent.”

With the increasing use of social media outlets, a more detailed social media policy is needed. prohibiting “unlawful, defamatory, obscene posting”¹⁵⁰ or postings that “infringe on the rights or privacy of other students or staff”¹⁵¹ or that reveal “confidential or proprietary information about the university students, employees or alumni”¹⁵² or do not “respect copyright and fair use”¹⁵³ Information posted on social media channels must be “accurate and factual”¹⁵⁴ with the intent to “communicate and build relationships”,¹⁵⁵ “accelerate teaching and learning”¹⁵⁶ and “enjoy the benefits of social networking”.¹⁵⁷ Otherwise, use of the social medial would negatively affect the university and grossly harm its reputation.

The Code of Conduct also provides for violation of QU dress code stating that the University “recognizes cultural diversity and respects the requirements needed for a productive learning environment. Students, both males and females, are expected to dress in a manner respectful of the local Qatari culture and traditions as well as the academic nature of the institutions. Inappropriate dress for both males and females is unacceptable.”¹⁵⁸ The Code of Conduct may apply to acts that are committed outside the university if the student is attending an off-campus event as a representative of the university such as in conferences, athletic events or other similar events.

Academic disputes¹⁵⁹ are subject to detailed procedures that are designed to ensure that the student is being treated fairly and properly. According to these procedures, disputes are to be informally resolved through discussions of the grievances between the student and the faculty member, the department head, or the college dean, before they may be subject to formal complaint by the student. In the meantime, the disciplinary actions vary based on the seriousness of the academic or non-academic violation.¹⁶⁰ Non-academic violations that include threats to the lives of others, verbal or physical harassment, and invasion of privacy or theft are also subject to serious disciplinary actions that may reach expulsion from the university.¹⁶¹ Establishing legal liability for academic corruption or dishonesty may be based on several legal theories. For instance, contract cheating may amount to a claim of false advertisement.¹⁶² It has been proposed that a new ‘offence to provide or advertise cheating services’ should offer the legal solution in cases of contract cheating¹⁶³ when students employ or use a third party to undertake their assessed work for them.

Conclusion

This article has shown that existing research on academic integrity mainly focuses on student cheating and faculty plagiarism and that most of this research covers regions other than the Arab region. The article also concluded that while academic integrity is a major indicator in granting academic accreditation, accrediting agencies do not always inquire into whether an academic institution has an explicit and comprehensive policy on academic integrity.

Academic integrity, in this article, is broadly defined to include, not only students cheating or faculty plagiarism, but also any act that is in violation of rules that are designed to promote independence, autonomy and transparency. It also means academic freedom and academic honesty. Academic institutions should adopt policies that are designed to enhance access to higher education without discrimination. They should put in place policies that ensure professionalism and enhance intellectual excellence. These standards should constitute the foundation for international accreditation. Accrediting agencies should explicitly require strict adherence to these standard, inquiring into the role of an academic institution in providing community services and making contributions beyond teaching and research. More importantly, as this article has argued, accrediting agencies should explicitly ask academic institutions for specific policies that promote academic integrity and combat academic corruption.

As indicated, Qatar University adopts policies that are designed to combat academic corruption and enhance academic integrity. These policies cover a variety of issues including; corporate social responsibility standards, human rights policies, non discrimination in admissions, labor rights, verification of recruitment, an environmental policy, anti corruption measures and avoidance of conflict of interest, incorporating ethics in educational curricula, intellectual honesty, protection of intellectual property, policies, regulations and guidelines for research involving humans, professionalism of the faculty and students code of conduct.

I argued for more explicit and comprehensive polices that embody the main principles of human rights, corporate social responsibility, environmental standards and anti-corruption measures, all of which have been referenced in the different guidelines and regulations issued by the University. I also argued for a more detailed social media policy, a specific anti-radicalization and extremism policy and a special policy on the protection of students underage.

With the absence of a credible regional accreditation agency in the Arab region, the similarities of the educational systems in almost every discipline of learning and the real need to monitor and review the performance of Arab academic institutions, Qatar University’s policies may serve as a model to be considered by other Arab universities.

Whether University policies and procedures embodied in handbooks, codes of conduct, and guides are enforceable should not be subject to debate or conflict. When a faculty member signs an employment contract or accepts an offer of employment, additional information provided in these documents may constitute a part of the contract and thus further determines its content including the rights and obligations stipulated thereunder. So should the University employment contract make a specific reference to these policies and procedures? And should these policies and procedures explicitly state their binding effect? A typical offer of employment at Qatar University explicitly states that “This offer is subject to the University policies and regulations and their amendments.”