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Although the academic literature provides extensive insight into the motivations for the unethical use of information technology in online classes, little is known about how perceived justice, the opportunity to cheat and spiritual legitimacy mitigate unethical behavior among young academics. The purposes of this study are two folds: first, to determine how perceived lecturers’ justice and opportunity to cheat may mitigate academic misconduct in online classes, and second, to evaluate the moderating effect of spiritual power on the relationship between perceived lecturers’ justice and opportunity to cheat and academic misconduct.

This research was conducted at universities in three Southeast Asia countries, including Indonesia, Malaysia and Thailand, with a total of 339 respondents. The research questionnaire was distributed using Google Forms. The analytical method used to test the research hypothesis is moderated regression analysis (MRA).

The findings of this study reveal that spirituality moderates the relationship between lecturer justice and the opportunity to cheat online. Even though the justice level of the lecturer is low, individuals with relatively high spirituality will show much less cheating behavior than when there is a low level of lecturer justice and a low level of student spirituality, and vice versa.

Cheating occurs when students develop an intention to cheat, which leads to actual involvement in cheating, meaning that theoretically, the findings extend the fraud triangle theory. In addition, the practical implications of this research are that lecturers need to conduct fair teaching, such as transparency of exam conditions, assessment, the right to an opinion and supervision during exams, consequently, the students cannot cheat. Spirituality is also an essential factor that can reduce online cheating, so instilling spirituality in specific courses is a fruitful solution.

The contributions of this study are twofold. First, this study gives testable theories on how spiritual help works. Second, this study offers tailored and more humanistic assistance, such as a mechanism that adjusts to the academic world’s usage of more positive technologies. This study contributes to the literature on online cheating in higher education across three Southeast Asian nations (Indonesia, Malaysia and Thailand).

The Anti‐Social Behaviour Act (2003) gives police powers to designate areas as ‘dispersal zones’ for up to six months, where there is evidence of persistent antisocial behaviour. Findings from research into the use and impact of dispersal orders are presented and comparisons are drawn with the Scottish experience. A central message from the research is that where enforcement alone is the defining attribute of dispersal order implementation, the powers constitute a ‘sticking plaster’ over local problems, but invariably fail to address the wider causes of perceived antisocial behaviour.

The purpose of this study is to determine the level of job satisfaction, turnover intentions and performance of Nigerian polytechnic lecturers with PhDs and to empirically examine the relationship between them.

This study adopted a descriptive correlational research design. Thus, an online self-reported questionnaire was used to gather primary data from a purposively selected sample of 167 Nigerian polytechnic lecturers with PhDs. Descriptive statistics and PLS-SEM were employed to analyse the data collected.

Descriptive results showed a low level of job satisfaction, high level of turnover intention and moderate level of performance of Nigerian polytechnic lecturers with PhDs. The structural model indicated a significantly positive link between job satisfaction and performance of Nigerian polytechnic lecturers with PhDs. Additionally, further analysis showed significantly negative links between job satisfaction and turnover intentions and between turnover intentions and performance of Nigerian polytechnic lecturers with PhDs.

There is a paucity of empirical studies on the impact of turnover intention on employee performance, particularly in the Nigerian context. This study provides empirical evidence of the negative impact of turnover intention on lecturer performance in the Nigerian context. Importantly, the findings of this study provide insights into the fundamental issues, which underlie the brain drain of lecturers in higher education institutions, especially in developing countries.

The media is described as a fourth estate of the realm due to its ability to frame and shape discussions on governance and provide a stimulus for fighting corruption. But is the media really an effective tool for fighting corruption? This question arises due to the possibility of the media being used for propaganda, biased reporting and media owners’ and journalists’ engagement in corruption. The current study addresses the question by exploring the relationship between the media and corruption from the perspectives of Ghanaian justice and anti-corruption officials.

The study adopts a qualitative approach by interviewing justice and anti-corruption officials across three administrative regions in Ghana.

The results show that while justice officials describe the media as a medium for accusing officials unjustifiably and exaggerating the scale of corruption, anti-corruption officials believe the media helps to fight corruption. In addition to uncovering and exposing public officials’ corruption, the media is also a double-edged sword characterised by intra-vigilance: the media hold “their own” (i.e. journalists fighting corruption) accountable through criticism and exposure of wrongdoings.

The double-edged nature of the media can strengthen and enhance the fight against corruption because anti-corruption actors and journalists will be cautious as misjudgements or errors committed will not be overlooked or concealed by the media. Therefore, anti-corruption agencies in Ghana can collaborate with the media to uncover and expose corruption committed by public officials and even journalists or media owners.

This study is the first in Ghana to explore the relationship between the media and corruption from the perspectives of justice and anti-corruption officials. The approach, frameworks and methodology adopted in this study can be applied in similar studies in other countries on the African continent and beyond.

The purpose of this paper is to examine the impact of rising fees and the increasing privatisation of higher education on the expectations of its students. It compares experiences in Canada, Australia and the US with conversations carried out in a UK university in 2012 (after the UK fee rise).

The research was informed by Burns Systemic Action research (2007), following emerging lines of enquiry and responding to resonance in these. It brings together conversations held with new undergraduates, second and third year students and staff tasked with introducing engagement into the curriculum.

Findings indicate that student expectations are heavily influenced by secondary schooling and a target-driven consumer culture but that change has been gradual over a number of years. Alongside wanting “value for money” and “a good social life and a good degree” students are heavily motivated by experience and keen to be challenged.

Because of the research approach, the research results may lack generalisability.

By comparing banking or transactional approaches to teaching and learning with critical pedagogy this paper hopes to highlight the importance of opening up rather than closing down opportunities for social engagement and experiential learning.

This paper makes a plea for social engagement that properly responds to the needs of communities resisting market-driven forces that treat students as consumers and expecting more rather than less from them in return.

Lecturers are encouraged to rethink the pressures placed upon them by the current economic era and the tensions between competing agendas of employability and engagement.

This article examines the community safety issues facing British Muslims. The events of September 11th have had a particular impact upon Muslims' experiences of crime, criminal justice and their feelings of (un)safety. As such, agencies working in the criminal justice and community safety sectors must take into consideration British Muslim identities and the specific needs of Muslim communities.

The effects of the use and mis‐use of illicit substances on individuals and society continues to be of paramount importance to policy makers from all sectors. As a result, central government is busy promoting a number of initiatives, all aimed at addressing this contemporary problem. Whilst each policy move will be different, they share a common feature, the imperative of “joined‐up” working. This paper provides the results of a research project that examined the genesis and development of a health education project which involved agencies from the voluntary sector, health, social services, education and the police. The paper details the process and mechanics of planning and delivering this type of multi‐disciplinary project. The evaluation of the project showed that on the whole the professionals worked well together. Inter‐agency working was facilitated by the extent to which the professionals involved shared the same discourse and ideology and were thus able to overcome the usual pitfalls of joint working. Where the professions did not share a discourse and ideology, problems of roles and responsibilities emerged: specifically, there was a clash between the “law enforcement” model of the police and “harm reduction” model of the health and social care agencies, which led to some difficulties in working together.

So‐called ‘faith hate’, or religiously aggravated crime stands out starkly as being the uncharted territory in hate crime scholarship and policy research. When the evidence about the problem in the United Kingdom is unfolded, it suggests that there may be valuable policy learning to be gained. There are some fundamental questions that need to be addressed, however. Are victims really targeted because of their faith or because of something else? Are such crimes different to other acts of hate crime, such as racist crime? And who are the perpetrators of ‘faith hate’ crime? Are they any different from those who commit race hate crime? These questions have important implications for policy and practice learning.