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The purpose of this study is to describe the nature and operations of schools commonly regarded as “Miracle Examination Centres (MECs)” in Nigeria, through the lens of stakeholders in education. This study also assessed stakeholders’ perspectives on the possible solutions to the problem of MECs.

The study design was a stakeholders’ approach involving 39 key actors within the examination system from northern and southern Nigeria. The stakeholders comprised people from the Ministries of Education (MoE), Examination Councils (EC), school owners and teachers, security agencies and Civil Society Organisations (CSOs) who were invited to interact, interrogate and debate the subject of MECs in Nigeria. Using thematic analysis, recurrent themes were identified from the data and used for a narrative synthesis of the findings.

MECs may attempt to circumvent quality assurance and regulatory requirements and may find support from prominent leaders and members of the communities through a wider informal economy. Interventions against MECs might only yield incremental results and must involve various groups like CSOs, anti-corruption agencies, EC and faith- and community-based groups. These interventions will be even more effective if the MoE will strengthen its integrity and improve its monitoring and regulatory functions without political interference.

This paper revealed that improving examination integrity and building a solid and reliable secondary educational level in Nigeria will be achieved through the combination of horizontal and vertical approaches that involve local actors and those in authority.

This paper aims to explore the key factors which influence whistleblowing intentions of teachers working with higher education institutions (HEIs) in India. Both internal and external whistleblowing intentions of the HEI teachers are studied by examining their relative intentions to report a potential wrongdoing to the authorities within the management of the institution and to the external statutory bodies. The reporting intentions of the HEI teachers are measured through the use of three vignettes related to academic frauds. Whistleblowing intentions are proposed to be determined by the individual, organizational and situational factors.

Survey method of descriptive research design has been used to obtain the primary data regarding the individual, organizational and situational variables deemed to influence HEI teachers’ internal and external whistleblowing intentions. A self-administered structured questionnaire is used as survey instrument for primary data collection. The respondents’ internal and external whistleblowing intentions are measured through the use of three vignettes related to academic frauds. Non-parametric tests such as Mann–Whitney U test, Kruskal–Wallis test and Spearman correlations have been used to test the research hypotheses.

The study has found that the HEI teachers are more likely to blow the whistle internally if there is a proper communication channel in their organization for reporting wrongdoings. However, they do not hesitate to blow the whistle externally in the absence of internal reporting channel, especially in those cases of wrongdoings where they perceive the cost of reporting to be high. The high status of the wrongdoer and high costs of reporting discourage the teachers to blow the whistle internally. However, if the wrongdoer holds a very powerful position in the organization, then the teachers prefer to report his wrongdoing to external agencies as they are afraid of the likely negative repercussions of reporting against him internally. In case of serious wrongdoings, the teachers intend to blow the whistle within the organization rather than going to external agencies probably because they do not want to spoil the image of their organization in the external world.

The first limitation is that because of the unavailability of pre-tested vignettes in the context of academic frauds, the study has used three vignettes which have been developed on the basis of few case studies. Second, the results showed the existence of social desirability bias across all the three vignettes. Also, the study has been conducted among teaching professionals; therefore, the findings cannot be generalized to the professionals of other sectors.

The findings of the study may bring awareness to the board of management of HEIs, regarding the importance of whistleblowing in their educational institutions. They should encourage the teachers working with their institutions to report the wrongdoings internally as external reporting may cause damage to their institute’s reputation. Proper reporting mechanisms should be designed and shared with the employees as a part of institutional culture.

The Whistle Blowers Protection Act passed by the Parliament of India in 2011 should be amended to include the private sector employees, especially the teachers working in higher education sector. This will encourage the HEI teachers to report the academic frauds fearlessly which will put a serious check on the growing number of frauds and wrongdoings in the education sector.

Previous research studies have discussed the factors influencing whistleblowing intentions in the context of various non-academic organizations. However, existing research has not adequately provided a better understanding of the influencing factors of whistleblowing intentions in higher education sector. The present paper addresses this gap by empirically examining the key factors which influence HEI teachers’ intentions of blowing the whistle and reporting the wrongdoings occurring in their institutions, in Indian context. An attempt has been made to identify the influencing factors of both internal and external whistleblowing intentions by using three different vignettes related with academic frauds.

Against the backdrop of falling standards and failing government policies in the education sector in Nigeria, this paper aimed to investigate how and why non-state actors can make a significant impact on the achievement of Sustainable Development Goals for universal basic education (UBE).

This study draws from semi-structured interviews of 15 heads and proprietors – six state-funded schools, six faith schools and three other privately owned schools – to examine and compare the different motivations, guiding principles and overall impact of these actors in the education sector.

Religious actors, along with private providers, are making a significant contribution to the provision of basic education in Nigeria. Students from faith schools tend to perform better academically and they also tend to be more disciplined and resourceful. However, because these schools are fee-paying, fewer households are able to access them.

The findings highlight the need to facilitate better cooperation and knowledge transfer activities between public, private and faith schools. It also emphasises the need for better government commitment and investment in provision of resources and facilities, effort in regulating the curriculum and regular inspection and quality monitoring of public schools.

The study highlights, on the one hand, the superior capacity of non-state actors – especially religious actors – to deploy their vast social capital towards the mobilisation of funds and human resources. On the other hand, while they have made inroads in their share of total national school enrolment, non-state actors have not made significant impact on access to quality education, owing to high fees and entry barriers faced by poorer households.

With the current COVID-19 outbreak, the majority of the higher educational institutes (HEI) are conducting online examinations to assess their students, where both teachers and students are facing various constraints. Under these circumstances, it is very important to understand the perspectives of teachers and students towards online examinations in higher education institutions and the factors affecting their perspectives.

This study has been conducted with the mentioned objective through online survey responses and rigorous statistical analysis of the data. The data analysis has been performed and presented using self-explanatory bar graphs, partial least squares structural equation modeling (PLS-SEM) and sentiment analysis.

While the students responded diversely for items in one of the constructs: scope for malpractice, the teachers agreed with the items, indicating that the online exams are not sufficiently effective in dealing with cheating and malpractice. Few more issues related to Internet connections, short time duration for uploading answer scripts are identified as problems and need attention while framing the rules to conduct the online examinations in future.

A new questionnaire was drafted to measure the effect of different constructs. An attempt is made to understand the perspectives of both the teachers and the students towards online examinations with respect to each of these considered constructs with a rigorous statistical analysis.

While there is no dearth of studies on ethical issues, the specific subject of examination misconduct has attracted fewer studies, especially in Africa. This study is an ongoing exploratory attempt to develop a measure of examination misconduct. Self‐administered questionnaires were used to collect data from 450 undergraduate business students of the Universities of Botswana and Swaziland. A nine‐item measure of examination misconduct was correlated with a measure of perception of business ethics, ethical value assessment and Hofstede's four dimensions of culture. The results indicated significant inter‐correlations among the variables (especially the three measures of ethics) and limited construct validity for the examination misconduct scale. The results of factor analysis suggest three factors for the emerging scale: cheating behaviour, intervention and desperation. The ethical inferences of the findings, managerial implications for university administrators and practitioners, study limitations and directions for future research are discussed.

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

The purpose of this paper is to examine the effect of the fraud triangle, Machiavellianism, academic misconduct and corporate social responsibility (CSR) proclivity of students.

The present study surveyed 471 university students. The study was cross-sectional and employed structural equation modelling in statistical modelling.

The study provides evidence that perceived opportunity to cheat in examinations is the single most important factor accounting for significant variations in rationalization and academic misconduct. Similarly, low Machiavellians significantly get inclined to CSR ideals. The fraud triangle alone accounts for 36 per cent of the variations in academic misconduct, hence the error variance is 64 per cent of academic misconduct itself. This error variance increases to 78 per cent when a combination of perceived opportunity, rationalization, Machiavellianism is considered. Moreover, both Machiavellianism and academic misconduct account for 17 per cent of variations in students’ proclivity to CSR ideals.

Results imply that creating a setting that significantly increases a student's anticipated negative affect from academic misconduct, or effectively impedes rationalization ex ante, might prevent some students from academic misconduct in the first place and then they will become good African corporate citizens. Nevertheless, although the unit of analysis was students, these were from a single university – something akin to a case study. The quantitative results should therefore be interpreted with this shortcoming in mind.

This paper contributes to the search for predictors of academic misconduct in the African setting and as a corollary, for a theory explaining academic misconduct. Those students perceiving opportunity to cheat in examinations are also able to rationalize and hence engage in academic misconduct. This rationalization is enhanced or reduced through Machiavellianism.

To report on the Delta State Chapter of the Nigeria Library Association Conference/Annual General Meeting (AGM) held on Wednesday, 9‐10 November 2005 at Federal College of Education (Technical), Asaba, with the theme, “Library literacy and sustainable education” aimed at creating an awareness among librarians and the literate members of the state on the philosophy of the profession and the centrality of its place in facilitating a sustained and steady tempo in the educational development of the state.

A heoretical/journalistic is taken.

Focus on activities of the event; the conference had, as one of the main activities on its agenda, the launching of a school library in one of the remote villages of the state; a step that was targeted at exposing the students and pupils of this area to recorded knowledge. Considering that knowledge is self‐generating, functioning and expanding on the basis of existing information resources, to promote library literacy and sustainable education in Delta State. Libraries in the State should be equipped and up‐dated with library materials, information and computer facilities.

Reveals how Information and Communications Technologies (ICT) can revolutionize libraries in developing countries.

In the COVID-19 era, where blended learning is gaining popularity, research-informed teaching could be one of the alternatives or options to assess students' progress in Higher Education institutions. In the past, educators have assessed students' research skills gained from research-informed teaching through coursework components or assignments. However, whether the assignments can be converted into peer-reviewed output acceptable in a reputable journal or conference has hardly been investigated. This study explores how research-informed teaching has been rolled out in undergraduate/postgraduate BIM related modules/programmes in the School of the Built Environment, Oxford Brookes University and which has culminated in high quality published outputs.

The method used is purely qualitative in-depth interviews, where students who have published were tracked and invited to share their experiences. In total, nine former students of the 12 invited, participated in the interviews. Inductive content analysis, a suitable qualitative data analysis technique was used in analysing the feedback from the interviews.

The main finding is that research-informed teaching can be done in a technical and complex BIM discipline and students' coursework components or assignments can further be converted into published outputs.

The main limitation of this study was that the sample was small. That notwithstanding, it has provided valuable insights into the understanding of student's ability to undertake research while studying and experiences of how educators can deliver research-informed teaching to students in Higher Education institutions.

The study adds to the existing body of literature about undergraduate and postgraduate research-informed teaching and goes further to provide strong evidence through published outputs thereby confirming that students at both levels can indeed conduct and publish peer-reviewed research articles while undertaking their studies.

To examine the adequacy or otherwise of the existing legal and institutional mechanisms for combating corruption in Nigeria and suggest useful strategies for achieving this.

The pre‐existing statutory enactments, the Criminal and Penal Codes governing corruption in Nigeria were examined to assess their effectiveness in dealing with the crime of corruption. In addition, the two main enactments under the present civilian administration dealing with corruption, namely, the Corrupt Practices and other Related Offences Act, 2000 and the Economic and Financial Crimes Commission Act, 2004 were also X‐rayed.

It was found that the earlier statutory enactments have proved ineffective in combating corruption in contemporary Nigeria, hence the enactment of the Corrupt Practices and other Related Offences Act, 2000 and the Economic and Financial Crimes Commission Act, 2004, with the objective of dealing with various aspects of corruption.

The implication of this finding is that to be effective, legislative measures to tackle corruption must take cognizance of the multifarious nature of the menace coupled with the requisite political will to enforce the provisions of such statutory enactments.

The paper demonstrates the great benefit of the use of additional legislative measures in tackling corruption in Nigeria. It suggests the strengthening of these mechanisms and a re‐orientation of social values as the best strategy for dealing with the corruption virus in the country.