ASSESSING ETHICAL STANDARDS AND ACADEMIC CAREER PROGRESSION AMONG LECTURERS IN PUBLIC UNIVERSITIES IN CROSS RIVER STATE, NIGERIA

Abstract

This study assessed the correlation between ethical standards and academic career progression among lecturers in public universities in Cross River State, Nigeria. Employing a descriptive survey research design, the study targeted a population of 6,231 lecturers, from which a sample of 400 respondents (representing approximately 6.4%) was selected using stratified random sampling to ensure proportional representation across faculties and departments. Data were gathered using two validated instruments—the Ethical Standards Assessment Scale (ESAS) and the Academic Career Progression Inventory (ACPI). Responses were rated on a four-point Likert scale with a criterion mean of 2.50 serving as the threshold for interpretation. Findings revealed a significant correlation between high ethical conduct and positive career advancement indicators such as promotion, publication output, and leadership roles. Conversely, ethical breaches such as favoritism, academic dishonesty, and corruption were found to hinder fair and merit-based progression. The study concluded that adherence to ethical standards is crucial for sustaining academic excellence and institutional credibility. It recommends the implementation of transparent evaluation mechanisms, periodic ethics training, and stricter enforcement of academic codes of conduct to enhance career progression pathways in public universities.