Transgressions in Higher Education: A Hybrid Autoethnographic Exploration of Faculty Conduct

The complex landscape of higher education, often perceived as a bastion of intellectual pursuit and ethical conduct, is examined through a critical lens in a recent academic inquiry. The study, titled "Transgressions in Higher Education: A Hybrid Autoethnographic Exploration of Faculty Conduct," delves into the often-hidden norms and behaviors that deviate from established academic standards. The research, spearheaded by Shalaleh Meraji Oskuie, an assistant professor at Islamic Azad University with dual PhDs in media management and higher education administration, utilizes a novel methodological approach: a "hybrid auto/ethnography a posteriori." This technique blends retrospective autoethnography with traditional ethnography, offering a deeply personal yet analytically rigorous exploration of academic transgressions over two decades of experience as both a student and a university educator in Iran.

Unveiling the Hidden Corners of Academia

The research highlights that transgressions, defined as norm-violating behaviors, identities, beliefs, or conditions, are not exclusive to social or criminal realms but are also prevalent within academia. Oskuie’s work aims to illuminate these often-unacknowledged aspects of higher education by presenting vignettes that illustrate various forms of academic misconduct by faculty members. These transgressions are categorized into five distinct realms: pedagogical, research, interpersonal, sexual, and organizational.

The abstract emphasizes the author’s deliberate use of "ironic and playful titles" for transgression themes, employing poetic devices, intertextuality, irony, and wordplay to enhance memorability and universality. This creative approach serves to make the sensitive subject matter more accessible and relatable, encouraging broader reflection on the systemic issues at play. By narrating these experiences from the dual perspectives of a student-faculty member and a hybrid autoethnographer-ethnographer, the study seeks to expose the "dark, hidden, and often forbidden corners of higher education." The analysis further considers these experiences at the intersections of sociocultural, institutional, organizational, and personal factors, acknowledging the multifaceted nature of academic misconduct.

A Methodological Blend: Autoethnography Meets Ethnography

The chosen methodology, a "hybrid auto/ethnography a posteriori," is central to the study’s unique contribution. Autoethnography, a qualitative research method that involves the researcher examining their own experiences to understand a particular cultural phenomenon, is here applied retrospectively. This means the author draws upon memories and reflections from their past experiences within the academic system. The "a posteriori" aspect signifies that the analysis and writing occur after the experiences have transpired, allowing for a more considered and analytical approach.

The integration of ethnography, which typically involves immersive fieldwork and observation within a specific cultural setting, adds another layer of depth. By combining these approaches, Oskuie is able to present personal lived experiences alongside broader observations and analysis of the academic environment. This dual perspective is crucial for capturing the nuanced realities of academic transgressions, which often involve complex power dynamics and deeply ingrained institutional practices. The author’s use of "collage and montage" in narration further suggests a deliberate effort to weave together disparate elements of experience and observation into a cohesive, albeit potentially fragmented, portrayal of academic reality.

Five Realms of Academic Transgression

The research identifies five key areas where faculty members engage in norm-violating behaviors:

• Pedagogical Transgressions: This category likely encompasses behaviors that undermine effective teaching and learning, such as providing inadequate instruction, unfair grading practices, or neglecting student support. The "playful titles" mentioned in the abstract might allude to subtle yet impactful deviations from pedagogical best practices.
• Research Transgressions: This realm could include issues like plagiarism, data fabrication, authorship disputes, or the misuse of research funds. Given the academic environment’s emphasis on research integrity, these transgressions carry significant weight. The references include studies on plagiarism and research fraud, indicating a broader concern in this area.
• Interpersonal Transgressions: This category likely addresses issues related to faculty-student and faculty-faculty relationships, such as bullying, harassment, favoritism, or unprofessional conduct that disrupts the collegial atmosphere. The presence of multiple references on faculty incivility and workplace bullying suggests this is a significant area of concern.
• Sexual Transgressions: This sensitive area, unfortunately, is a recognized issue in academia. The research likely explores instances of sexual harassment, coercion, or exploitation within the faculty-student dynamic. The extensive list of references on sexual misconduct in higher education underscores the importance and prevalence of this theme.
• Organizational Transgressions: This dimension may involve behaviors that violate institutional policies or ethical guidelines related to administrative duties, resource management, or adherence to university regulations. This could include issues like nepotism or conflicts of interest.

The Broader Context of Academic Misconduct

The study’s focus on academic transgressions is situated within a wider academic and societal discourse concerning ethical conduct in higher education. The extensive list of references points to a growing body of research addressing various facets of misconduct, including student cheating (Christensen Hughes & Eaton, 2022), plagiarism (Abbasi et al., 2021; Rokni et al., 2020), faculty incivility (Crossbourne, 2018; Lasiter et al., 2012; Mohammadipour et al., 2018; Zhu et al., 2019), sexual harassment (Cantalupo & Kidder, 2018; Clancy et al., 2020; Kirkner et al., 2022; Young & Wiley, 2021), and even more systemic issues like corruption (Denisova-Schmidt, 2021) and nepotism (Osipian, 2020; Shekhawat, 2019).

The concept of "transgression" itself is explored by scholars like Higgins and Mackinem (2008) and Coyle (2018), who link it to deviance and social control. Meier (2019) further elaborates on deviance, social control, and criminalization within broader sociological frameworks. Oskuie’s previous work on social control of cybercultural transgressions (Meraji Oskuie, 2020) and her doctoral dissertation on a social control model of academic integrity transgressions among faculty members (Meraji Oskuie, 2024) indicate a sustained research interest in understanding the mechanisms that both perpetuate and combat norm violations within institutional settings.

The "publish or perish" culture, often cited as a driver for research misconduct, is also acknowledged in the references (Vasconez-Gonzalez et al., 2024). This creates a pressure-cooker environment where the pursuit of academic success can sometimes overshadow ethical considerations.

Implications for Higher Education

The findings of Oskuie’s research, while presented through a specific methodological lens and within the context of Iranian higher education, carry significant implications for academic institutions globally. The pervasive nature of transgressions suggests that a critical re-evaluation of ethical frameworks, oversight mechanisms, and support systems is necessary.

• Promoting Ethical Climates: The study underscores the importance of fostering an institutional culture that actively discourages misconduct and supports ethical behavior. This includes clear policies, robust reporting mechanisms, and consistent enforcement.
• Protecting Vulnerable Stakeholders: The focus on pedagogical, interpersonal, and sexual transgressions highlights the vulnerability of students within the academic power structure. Institutions have a responsibility to ensure a safe and equitable learning environment for all.
• Enhancing Research Integrity: The acknowledgment of research-related transgressions emphasizes the ongoing need for vigilance in upholding the highest standards of academic honesty and integrity in scholarly pursuits.
• The Role of Autoethnography: The innovative use of hybrid autoethnography demonstrates the power of personal narrative and qualitative inquiry in uncovering complex social phenomena that might be missed by purely quantitative methods. This approach can provide valuable insights into the lived experiences of those within the academic system, both as perpetrators and victims of transgression.

The referenced work by Meraji Oskuie, Abbaspour, Delavar, and Toloie Eshlaghy (2025 and in press) on sexual academic transgressions and the intersectionality of cultural, societal, organizational, and personal factors further suggests that a nuanced, multi-layered approach is required to understand and address these issues effectively. The study’s eventual availability for download, indicated by the placeholder in the provided content, will be crucial for a wider dissemination of these critical findings and for facilitating further dialogue and action within the academic community.