Ethics, Power, and Governance: A Qualitative Inquiry into Faculty Misconduct in Bangladeshi Higher Education

Abstract This qualitative phenomenological study aims to contribute to the existing lacunae in the literature on the prevalence of moral hazard and unprofessional conduct of faculty members in Bangladesh universities. The phenomenon of academic impropriety has been increasingly documented as a key concern that threatens the quality and integrity of higher education in the country. In spite of the expansion of access to higher education, several universities face the challenge of elitism, favoritism, marking malpractices, political manipulation, absenteeism, sexual harassment, and private tutoring. Previous studies on academic dishonesty have mainly focused on the role of students in perpetrating various forms of malpractice. However, there is a need to understand the mechanisms by which faculty members facilitate and perpetuate these activities, as well as their impacts on academic governance. This study adopted a positivist research philosophy and employed a phenomenological research design. In this respect, 30 In-Depth Interviews (IDIs) and 6 Focus Group Discussions (FGDs) were conducted with students, junior and senior teachers, and education policymakers in Bangladesh to generate an in-depth understanding of the research problem. Findings indicate that teacher misbehaviors are facilitated by political patronage and internal governance challenges in the universities. The phenomenon of favoritism, political affiliations, and malpractices such as student tracking, grade inflation, and private tutoring is exacerbated by the lack of effective auditing mechanisms in the education system and institutional power resources that shield faculty members from scrutiny. In addition, commercialization and professional rivalry in both public and private institutions contribute to the prevalence of unprofessional conduct in higher education. The study adds to the body of knowledge on moral hazard in academic settings by providing phenomenological insights into the ethical hazarding process. It also provides policy recommendations on the institutional governance and auditing mechanisms needed to address the issue in Bangladesh universities. This might set a foundation for similar studies in other countries.