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Corruption in higher education has long been neglected as an area of research in the US. The processes of decentralization, commoditization, and privatization in higher education rise questions of accountability, transparency, quality, and access. Every nation solves problems of access, quality, and equity differently. Thus, although prosecuting corruption in higher education is part of the legal process in every country, the ways in which legal actions are undertaken differ. This paper addresses the question: How is corruption in higher education understood and defined in legal cases, what particular cases receive more attention, and how these cases correlate with the major educational reforms, changes, and socio-economic context in the nation? Specifically, it analyses records of selected legal cases devoted to corruption in the US higher education. Decentralized financing of higher education anticipates cost sharing based in part on educational loans. The US higher education sector grows steadily, and so do opportunities for abuse, including in educational loans. The rapid expansion of education sector leaves some grey areas in legislation and raises issues of applicability of certain state and federal laws and provisions to different forms of misconduct, including consumer fraud, deception, bribery, embezzlement, etc. Higher Education Act, False Claims Act, and Consumer Protection Act cover corruption as related to the state and the public sector; corruption as related to client, business owner, and an agent; and corruption as related to consumer-business relations. However, the legal frame is simplistic, while the system of interrelations in the higher education industry is rather complex. (Contains 44 footnotes.)

This paper considers corruption in higher education in Russia as reflected in the national media, including such aspects as corruption in admissions to higher education institutions and corruption in administering the newly introduced standardized test. The major focus is on the opinions of the leading figures of the education reform as related to corruption in education. The national media presents points of view of both supporters of the reform and those in opposition to the reform. Despite all the opposition that the standardized test faces among the leading educators and legislators, including The Chairman of The Council of Federation and numerous other Members of the Russian parliament and rectors of higher education institutions, the government continues implementation of the reform. Even though, as follows from the media reports and comments, the standardized test will not solve the problem of corruption in education, its full scale country-wide implementation at this point appears to be a question of time. (Contains 61 endnotes.)

Corruption in higher education is a newly emerging topic in the field of education research. There is a phenomenal growth in the number of media reports on corruption in higher education over the last decade. However, the rigorous systematic research on education corruption is virtually nonexistent. This paper considers corruption in higher education as reflected in the world media, including such aspects of corruption as its prevalence, patterns, and dominating forms. It follows publications in the specialized and the non-specialized media outlets in the United States, the United Kingdom, and the Russian Federation. The publications are grouped depending on the particular problem they address. This criterion has been chosen as best addressing the issue of corruption internationally. Socio-economic context of educational reforms and changes in each country leaves its print on major forms of corruption in higher education. The findings help to determine which aspects of corruption in higher education should be given more consideration in the future research and which ones might be prioritized, as well as how the national systems of higher education can be improved.

Education in Central Eurasia has become one of the industries, most affected by corruption. Corruption in academia, including bribery, extortions, embezzlement, nepotism, fraud, cheating, and plagiarism, is reflected in the region's media and addressed in few scholarly works. This paper considers corruption in higher education as a product of interrelations between the government and academia. A substantial block of literature considers excessive corruption as an indicator of a weak state. In contrast to standard interpretations, this paper argues that in non-democratic societies corruption is used on a systematic basis as a mechanism of direct and indirect administrative control over higher education institutions. Informal approval of corrupt activities in exchange for loyalty and compliance with the regime may be used in the countries of Central Eurasia for the purposes of political indoctrination. This paper presents the concept of corruption and coercion in the state-university relations in Central Eurasia and outlines the model which incorporates this concept and the "feed from the service" approach. It presents implications of this model for the state-university relations and the national educational systems in Central Eurasia in general and offers some suggestions on curbing corruption. (Contains 2 tables and 2 figures.)

This study analyses the role and impact of higher education on per capita economic growth in the Former Soviet Bloc. It attempts to estimate the significance of educational levels for initiating substantial economic growth that now takes place in these two countries. This study estimates a system of linear and log-linear equations that account for different time lags in the possible impact of higher education on economic growth. The results indicate that an increase in access of population to higher education brings positive results for the per capita GDP growth in the long term. Increasing the number of college-educated specialists leads to sustainable economic growth. Apparently, background for the 2000-2005 rapid economic growth in Ukraine and in the Russian Federation was laid down in early 1990s. This contradicts commonly accepted perception about the crisis decade of 1990s in the former Soviet Bloc. (Contains 16 tables, 4 figures, and 8 appendices.)

This paper considers corruption in higher education in Ukraine as reflected in the national media, including such aspects as corruption in admissions to higher education institutions and corruption in administering the newly introduced standardized test. The major focus is on the opinions of the leading figures of the education reform on corruption in education. The national media presents points of view of both supporters of the reform and those in opposition to the reform. Despite disbelief that the standardized test faces among the leading educators and legislators, including politicians and rectors of higher education institutions, the government continues implementation of the reform. Even though the standardized test is not expected to solve the problem of corruption in education, as follows from the media reports and comments, its full scale country-wide implementation at this point appears to be a question of time.

This paper argues that corruption is used on a systematic basis as a mechanism of direct and indirect administrative control from the state level down to local authorities and administrations of public and private institutions. Informal approval of corrupt activities in exchange for loyalty and compliance with the regime is commonplace in many countries. This paper explains how corrupt regimes maximize their position in terms of loyalty and compliance by using the example of the 2004 presidential elections in Ukraine. It presents mechanisms by which political bureaucracies politicize universities in order to influence students and channel their electoral power during the Orange Revolution in Ukraine. (Contains 100 endnotes and 1 figure.)

This paper focuses on the systematic investigation of the influence of the quasi-experimental projects on possible changes in inequality in access to higher education in Russia. While intuition points toward a positive effect of introduction of the standardized tests and educational vouchers on the decrease in inequality in access to higher education and more effective, efficient, and fairer distribution of the state funds in higher education, empirical evidence on this issue has yet to be found. This paper presents evaluation techniques for the experiments including introduction of the distribution index (DI) to measure income and education inequalities. The DI, the weighted DI, and the share weighted DI allow capturing changes in inequalities in income distribution, concentration of wealth, or access to higher education more precisely than does the Gini coefficient. (Contains 2 figures.)

Looking back upon the centuries one would suspect that in earlier ages universities of medieval France and Italy were very different from the multiplicity of organizational and institutional forms of higher education institutions in modern times, and yet one would be surprised how much these old "universitas" and modern universities have in common. One of the common features may be corruption and academic misconduct that can often bee seen in universities. The increasing scale and scope of corruption in higher education in the former Soviet Bloc as well as numerous other countries urges a better understanding of the problem within the context of socio-economic transformations. Corruption in higher education is deeply rooted in the organizational structure of each higher education institution. Corruption has a long history and a proud tradition. Corruption in higher education is an organic part of corruption overall, with its culture, traditions, functions, and mechanisms. The goal of this paper is to present a description of modern day higher education corruption from a historical perspective. This paper is based on the techniques of positive analysis along with some elements of comparative analysis, and withstands from normative or moral judgments. A well-structured description of higher education corruption in a historical context is helpful in developing strategies for its eradication or prevention. This paper first presents the concept of corruption as a historical category and then analyzes corrupt legacies at the stages of admission, teaching and learning, and graduation. It also addresses issues of funding, discrimination against foreign nationals, publishing, and state-university relations. The genesis of forms of corruption and the determination of corruption as such is understood in a changing historical context.

This article suggests that the reform of economic instruction in the Former Soviet Union should focus on both learning and action. The incorporation of mathematical methods into the new economic curriculum will occur based on close cooperation among mathematicians and economists. The new economic instruction will have an interdisciplinary character and a multidisciplinary setting. There are several second order organizational changes that need to be made. Bachelor and Master's Degrees should replace the five-year degree. Changes in the curriculum should include separation of core courses and electives including those from other majors, detail-oriented content of the courses, a decreased number of classes per semester and increased time for each class. Faculty retraining should be coordinated both within and between the universities. Financial incentives should be created to encourage the instructors to participate in retraining, to change the content and method of the instruction, and to work effectively in the classroom. (Contains 5 tables. Leading universities of the former Soviet Union (FSU) with post-Soviet names and FSU economic curricula are appended.)