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Strategic Internationalization in Higher Education: Contexts, Organizations, and Implications for Academic Integrity

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Handbook of Academic Integrity

Abstract

National and institutional priorities for internationalization in higher education often greatly shape the context for academic integrity. To be sure, tertiary internationalization itself does not cause academic corruption, but it does significantly expand the possibilities for how different forms of fraud and corruption can be exchanged within and between institutions and systems. Such possibilities also expand the range of options for individual actors to leverage weaknesses in other systems for their own unscrupulous benefit. In the same ways that globalization has expanded possibilities for economic development, internationalization brings with it dramatically enhanced educational opportunities. And as with the different systems of financial globalization, where higher education systems are underdeveloped, the propensity for corrupt practices in academia greatly increases, often because of the lack of regulatory and compliance mechanisms at the institutional or systemic levels. Furthermore, significant differences in social and academic norms pose additional challenges related to the interpretation and practice of academic integrity. At the same time, it is possible that isomorphic pressures exerted by more secure and accountable systems can, over time, help to bring about much needed institutional reforms to safeguard academic integrity.

“Virtue, then, being of two kinds, intellectual and moral, intellectual virtue in the main owes both its birth and its growth to teaching (for which reason it requires experience and time), while moral virtue comes about as a result of habit, whence also its name (ethike) is one that is formed by a slight variation from the word ethos (habit).”

– Aristotle, Nicomachean Ethics, Book II (350 BCE, Athens, Greece)

“Virtue is harder to be got than knowledge of the world: and, if lost in a young man, is seldom recovered.”

– John Locke, Some Thoughts Concerning Education (1693 CE, London, England)

“A virtue is an acquired human quality the possession and exercise of which tends to enable us to achieve those goods which are internal to practices and the lack of which effectively prevents us from achieving any such goods.”

– Alasdair MacIntyre, After Virtue: A Study in Moral Theology, First Edition (1981 CE, Boston, United States)

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Authors and Affiliations

  1. Department of Leadership, Policy and Organizations, Peabody College, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA

    Brian L. Heuser, Allie E. Martindale & David J. Lazo

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  1. Brian L. Heuser
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  2. Allie E. Martindale
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  3. David J. Lazo
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Correspondence to Brian L. Heuser .

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Editors and Affiliations

  1. University of South Australia, School of Management, Adelaide, South Australia, Australia

    Tracey Bretag

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Heuser, B.L., Martindale, A.E., Lazo, D.J. (2016). Strategic Internationalization in Higher Education: Contexts, Organizations, and Implications for Academic Integrity. In: Bretag, T. (eds) Handbook of Academic Integrity. Springer, Singapore. https://doi.org/10.1007/978-981-287-098-8_60

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