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AI-enabled assessment technologies are increasingly used by higher education institutions to protect academic integrity, scale online assessment and respond strategically to generative artificial intelligence. This paper examines how online proctoring, automated scoring, AI writing detection, and learning analytics risk flagging reshape institutional governance, stakeholder trust, and assessment strategy in higher education business ecosystems. Using a systematic-narrative review approach informed by PRISMA 2020 reporting principles, the study synthesises peer-reviewed literature and authoritative policy guidance published between 2015 and 2025. The analysis is organised around an integrated theoretical framework that combines assessment validity, academic integrity values, algorithmic accountability, and ecosystem strategy. The findings show that AI-enabled assessment can support identity verification, monitoring capacity, workflow triage and timely feedback when deployed as human-governed decision support rather than automated adjudication. However, over-reliance on surveillance and detection creates strategic risks: false positives, bias against linguistically diverse students, privacy intrusion, opaque decision-making, weakened due process and construct distortion when assessments measure surveillance compliance instead of intended learning outcomes. The review further shows that institutional legitimacy depends less on the technical promise of tools and more on governance capability, including proportionality, transparency, contestability, equity auditing, privacy protection and authentic assessment redesign. The paper contributes to business ecosystem and strategy scholarship by positioning academic integrity technology as a strategic governance issue within higher education service ecosystems. It recommends integrity-by-design, cross-functional AI governance, vendor accountability and assessment strategies that preserve fairness, validity and stakeholder trust.

Writing and publishing scientific and rigorous work needs a high level of integrity and adherence to ethical guidelines. Several publications have been rejected by authentic journals as a result of not adhering to a deontological standpoint. This laxity has posed deadly repercussions to the beholder including ruining its institutional image in academic scholarship. Notwithstanding, numerous writers are acquainted with the consequences of not observing ethical standards in research and publication, yet in trying to put up their pieces of work get caught in the same quandary. Anchored on a thematically oriented review of literature, it was imperative to try to explain the key ethical misconduct bases in research and publication. To fulfil this quest many journal articles were analysed. It was found that numerous aspects form the basis for misconduct in research and publication including; the pressure to ‘publish or perish’, the limitation of mentorship and guidance programs, knowledge on research and publication, promotion and academic advancement, competition among colleagues, workload pressure, financial motives, pressure from individual morality, and the challenge of research culture. Consequently, it is imperative to note that to publish a scholarly piece of work, adhering to ethical standards is non-negotiable.

In the pursuit of academic excellence, scholars are dependent on trustworthy journals to disseminate their research and contribute to the collective body of knowledge. However, the academic community is not immune to deceptive practices. This letter highlights the case of the "Global International Journal of Innovative Research," where my name, along with esteemed colleagues, was falsely associated with the editorial board without consent. Despite repeated efforts to address this issue, the journal remains unresponsive. This letter announces our intention to publish an exposé article, meticulously uncovering the fraudulent practices of the journal and its publisher. A subsequent public statement aims to warn the academic community about the deceptive nature of the "Global International Journal of Innovative Research" and emphasizes the collective responsibility of scholars to uphold ethical publishing standards. Through this exposé, we hope to safeguard the integrity of academic pursuit and raise awareness about the risks associated with engaging with predatory journals.

This study sought to analyse the role of the South African Qualifications Authority in curbing the misrepresentation of qualifications. Academic degrees are highly valued throughout the globe because they are seen as a dependable and trusted proxy for the bearers' knowledge, abilities and skills. In the same vein, the higher education system in South Africa makes every effort to generate well-qualified graduates who are capable of assisting in the leadership of the country's socio-economic growth. Recent reports in the media, on the other hand, create the impression that this initiative is being hampered by the widespread use of counterfeit, phoney and other illegitimate credentials. Consequently, the reputation of the South African Qualifications Authority (SAQA) is in grave danger as a result of the increasing prevalence of dishonestly misrepresented qualifications in both the public and private sectors. The education system is also at risk of losing its credibility as a result of actions involving deception, which is a subject that has to be addressed at the highest levels possible. Notably, the public service in South Africa is making significant progress towards the goal of ensuring that individuals who misrepresent their qualifications are barred from ever working in the public sector again. In this regard, SAQA plays an important role by offering verification services to individuals who are interested in applying for jobs in the public sector. Thus, this study contributes to the literature on credentialism and qualifications from the developing world with specific reference to South Africa.

Academic fraud is all actions committed by students in devious ways to gain personal gain. Therefore, of course, academic fraud is very detrimental. The purpose of this study is to find out the influence of the Pentagon's fraud dimension, namely academic pressure, opportunity, rationalization, ability, and personal ethics, on the behavior of academic fraud students. The population in this study were students of accounting study programs at Khairun University and Hein Namotemo Halmahera University of North Halmahera, Ternate, Indonesia, who were registered in the academic year 2020/2021 and attended face-to-face lectures. The entire population in the study was used as a unit of analysis. The data in this study is primary data using questionnaires tested with Smart PLS analysis tools. Data analysis methods use descriptive analysis and multiple linear regression analysis. The results showed that academic pressure, rationalization, and ability influence academic fraud. In comparison, Opportunity and Personal Ethics do not affect academic fraud.

There are many forms of academic cheating that occur among students, especially the practice of cheating. There are many factors that encourage students' academic cheating practices, especially with the aim of getting a targeted high score. Therefore, the researcher tries to find out the factors that influence the actions of academic cheating among students by referring to the fraud triangle theory which is relevant to the theme of this research. The variables observed in this study were: pressure (X1), opportunity (X2), rationalization (X3), misuse of information technology (X4), and student integrity (X5) as independent variables (independent), while the dependent variable (dependent) used behavior academic cheating on students (Y). This study used an instrument in the form of an open questionnaire with a Likert scale. The population that took as many as 500 accounting students, UM, and samples collected as many as 30 samples that have been filtered according to the criteria (purposive sampling). Analysis of the data used is multiple linear regression analysis. The results show that simultaneously, the variables of pressure, opportunity, rationalization, misuse of information technology, and student integrity have an influence on student academic fraud. The partial test shows that only the misuse of information technology has an effect on academic cheating of accounting students, ME, while the other variables have no significant effect. This is because when students learn online during the Covid-19 pandemic, they are able to take advantage of technological sophistication in this globalization era, especially in the current industry 4.0 era to carry out academic cheating actions that are oriented towards targeted values (GPA).

This letter examines the ethics of a “sting” paper submitted by Dr. Albana Berisha Qehaja, a faculty member of the Department of Management and Informatics, Faculty of Economy, University of Prishtina, Republic of Kosovo. In that paper, which stung this journal, IJRBS, Dr. Qehaja created a fake paper, with a fake name and fake institutional affiliation, as well as specially crafted email and ORCID accounts to masquerade the identity of the true author of the fake paper, namely Dr. Qehaja. Such behavior is not only an act of extreme scholarly malpractice, it is one of the most unethical behaviors in academic publishing because it violates all of the journal’s and international ethics’ practices for submission of a paper to a journal. Other academics thinking of employing such unethical tactics for any publishing-related objective should reconsider their options and carefully calculate the ethical, legal, and possibly criminal consequences of such actions