February 28, 2022 | Education
Corruption in academic research is a global problem with grave implications for the achievement of the Sustainable Development Goals. It manifests itself in for example conflicts of interest, lack of academic integrity, bribery, favoritism, nepotism, embezzlement, fraud, sextortion, and the political interference with research agendas and university administrations. In short, corruption in academic research is a societal ill that universities globally must actively manage and prevent.
The purpose of this course is to strengthen the capacity to recognise, understand, and manage corruption and other forms of misconduct in academic research. As such, the course provides knowledge of the risks, manifestations, and negative effects of corruption in academic research, with a focus also on the ways in which corruption negatively impacts the life, opportunities and career of the individual researcher. The course moreover provides insights about approaches that can help manage and prevent corruption in research.
Researchers and other relevant staff at Swedish academic institutions involved in Swedish development cooperation, as well as their international partners. If you are working for a non-Swedish organisation you need to be recommended by your Swedish partner organisation. The training is not targeted at private individuals.
The course will take place online through the digital platform Zoom.
This article was first published on OECD.
“Countries must step up their efforts to enable people to continue learning throughout their lives to navigate a rapidly changing world of work shaped by globalisation and the consequences of the COVID-19 pandemic, according to a new OECD report.”
“OECD Skills Outlook 2021: Learning for Life says that public policies should play a key role in facilitating effective and inclusive lifelong learning, but much remains to be done. It will be crucial to invest part of the resources devoted to the recovery to lifelong learning programmes, involving all key stakeholders and with a focus on vulnerable groups, particularly young people, the NEET (neither in employment, education or training) and those whose jobs are most at risk of transformation, says the report.”
““It’s essential that lifelong learning becomes a reality for everyone since the crisis has further accelerated the transformation in our economy and skills needs. Today, too many adults do not participate in workplace learning and the pandemic has further reduced their opportunities to do so,” said OECD Secretary-General Mathias Cormann, launching the report in Paris.”
“Even before the pandemic, only two out of ten low-educated adults took part in formal or on-the-job training, compared to six out of ten high-educated adults. The pandemic may also affect the learning attitude of children and youth. The disruptions to regular schooling led many children to progress less than expected in skill development. In the short term, the pandemic could lead to increases in early school leavers. In the medium and long term, lower engagement could result in the current generation of students failing to develop positive learning attitudes, at a time of profound structural changes that will require individuals to upgrade their skills throughout their life, warns the report. Furthermore, the report identifies potential cause of gender inequality in training opportunities. Up to 28% of “inactive but motivated” women mention family obligations as a barrier to participating in training, compared to only 8% of men. The gender gap widens when children appear in the family.”