This empirical research explores a role that the quality of teaching and students' competence play in shaping students' views about the upward mobility opportunities in their higher education institutions.
Academic misconduct by students in higher education is a fact and is a challenge to the integrity of higher education and its reputation. Furthermore such misconduct is counterproductive to the ethics component of higher education.
The study sought to establish Zimbabwean university lecturers' and students' views on academic dishonesty with a focus on the forms of academic dishonesty practised by undergraduate students; reasons for the dishonesty; and ways of minimising the dishonesty.
Rigged calls for tender, embezzlement of funds, illegal registration fees, academic fraud - there is no lack of empirical data illustrating the diverse forms that corruption can take in the education sector.