academic assignment writing jobs

academic assignment writing jobs

Exploring the Ethics and Implications of Academic Assignment Writing Jobs

1. Introduction to Academic Assignment Writing Jobs

With the proliferation of the internet, academic job writing has surfaced as a parallel activity strictly in the cyber world. Over the years, the enterprise has become a lucrative market because of the available technology and interpersonal connections. The crime probably developed side by side with reality cheating, that is obtaining degrees without undergoing the required studies. Though most of the players operate anonymously, there is a possibility that the writers and customers could be found from staff or students at the participating institutions. Most of the academic jobs involve writing essays, report preparation, and preparing other custom assignments. Dissertations are clearly written at the request of someone who physically knows less than the student, who then readily places a premium for the academic knowledge. There are many possible circumstances under which such jobs can arise.

This thesis has arisen from the issues discussed above, and as will be shown below, it cuts across the fields of management, law, and higher education ministry. The practice of academic writing and cheating dovetails with issues of academic ethics, ethics in general, plagiarism, and copyright. If any study were excluded from the universities, it would not be the principle, but the way they are run; nor would any study be the only one of its kind, but there are very few others like it that have a varying focus.

2. Ethical Considerations in Academic Assignment Writing Jobs

It is one thing to describe the mechanics of an assignment writing job industry; another, and more fraught thing to do, is to describe the ethics of the industry. This topic is fraught because the question of the ethics of academic assignment writing jobs is heartfelt. The question resonates with strong anxieties, loyalties, and repulsions. Many of us possess strong, distressing moral feelings about academic assignment writing jobs. There are some things that we might feel morally anxious about – for example, whether we thereby encouraged or at least rendered possible plagiarism.

Indeed, plagiarism, or the production of sub-standard or unethical work via using a “ghost-written” assignment, may be regarded by (some) as morally problematic – even morally corrupt to a significant degree. There may also be moral distress in being involved in the “production” of work that could, in the end, put pressure on individuals struggling to meet the demands of a course. On the other hand, there is a private morality that concerns a mise en cause associated with “whistleblowing” about this kind of practice. It is likely that some individuals confronted with these sorts of moral distress and “whistleblowing” would find it less morally problematic to be part of this industry than to “whistleblow”. The question over the morality of academic assignment writing jobs and their use is important, complex, and rather perplexing, and it is addressed to any number of potential stakeholders with vastly different interests. For example, students, education providers, those working in or supervising higher education, or assignment writing businesses. While the arguments that can be made in this domain invite moral analysis, they contribute tangentially to the actioning of ethically correct choices. However, if we are able to criticize others from the perspective of plagiarism or assignment administration, the question still remains: Why should I not take part in this?

3. Impact of Academic Assignment Writing Jobs on Education and Learning

The academic landscape has greatly changed in the past couple of decades, largely driven by the increase in online services and writing companies dedicated to academic assignments. While there have been numerous studies and published papers so far examining certain aspects of this phenomenon, nobody has yet considered the issue from an ethics standpoint. In this paper, the question of whether this rise should be regarded as an entirely morally neutral aspect of contemporary life or if it has genuinely damaging consequences is considered. Viewing the matter from various angles, the possible ramifications to the world of education and learning are discussed, and the argument is presented that illicit activity that has a detrimental effect on the standing of academic qualifications and the authority of academia with respect to society cannot simply be regarded as a technique that lacks serious ethical implications.

Academic assignments are recognized as key tools through which learners may demonstrate their knowledge and compete effectively. There is a strong belief that the quality of assignments an individual completes effectively reflects their effort levels and learning outcomes. Purchase of an academic assignment negates this assumption, revealing that the correlation is not always present. From this perspective, the purchasing and writing of assignments subverts the assessment function performed by assignments. It would seem that a growing industry in the writing of academic assignments implies that the demand for such services is increasing and that a growing number of students are using these services to influence their assignment grade. This, consequently, leads to the blunting of the signaling system intended to differentiate learners’ qualification from concluded study. Given this, the rise in academic assignment writing may be thought to diminish the accuracy with which academic assignments perform the signaling function.

4. Regulations and Policies in Academic Assignment Writing Jobs

Regulations and Policies

The literature on academic assignment writing jobs is concentrated on students’ demand for these services, reasons for participating in this type of work, and the characteristics of commercial providers. Little attention has been given to the policy and regulatory aspects of academic assignment writing jobs. In this section, we consider how such activities are managed by the law and policy, and considerations for reform.

Legal and institutional frameworks

Several reports and academic papers have advanced proposals for regulating commercial providers. Most reports call upon nation states to make commercial providers subject to national consumer protection law, and to make investors, tax collectors, and employment rights enforcers, where feasible, privy to contracts for essay mills’ services. Some proposals advocate for partnerships between university and policing agencies domestically and internationally. Several jurisdictions have laws that allow higher education providers to exclude students from their course if they secure a portfolio of evidence that suggests a student has engaged a commercial provider with the purpose of cheating. This ‘cheating law’ was modeled on the reasons that legislation could not be drafted aimed at their commercial providers. In the United Kingdom, higher education providers are unable to prove that a student has employed a commercial provider based on demonstrable evidence. It is also argued that the government body in charge of conditions of registration for higher education providers cannot prescribe in legal instrument arrangements between students and commercial providers.

5. Conclusion and Future Directions

The internet has transformed opportunities for cheating within education, fueled by advertisers who appeal to those seeking to exploit these advantages as a method of generating income. The modern-day essay industry is one result of this and is diverse, comprising individual students who offer their own work, commercial essay mills that produce assignments to order, and landlords of so-called ‘contract cheating websites’ that enable a demand and supply.

This article has investigated the jobs that teach and the teaching that jobs provide across three groups: those who outsource work through institutional, employment, or borrowed means; the academic assignment writers or explainers who provide, enact, or facilitate the work; and the workers who advertise or find commercial academic support or cut-price jobs. We live in a world where jobs do pedagogy in multifaceted ways. Our findings are of more than passing interest. They also raise many ethical and higher educational implications. For example, on the supply side, are academics who offer assignment-writing jobs realistic in assuming that the supply of work is that commodified? For UK students, with undergraduate degrees extending fees approaching £30,000, is this really, for most, commercial work or is it evidence of nascent academic regulation?

This article has suggested that professional hierarchical boundary disputes and dismissals often debar serious policy discussion about second-jobbing. Yet exploring such phenomena offers new insights into the knowledge economy and flexible learning context that are now being realized as emergent characteristics of the late modern state. Mangan and Winter have called for, and begun, more critical research in the area of work and learning given the interest in attitudes to a range of working lives and associated learning. We have tried to extend their argument. Our explorations have been based around three research questions: Who are the workers on offer? Does any of the work on offer meet our expectations of intellectual and/or knowledge work associated with academic activity?

Further research – longitudinal, experimental, and cross-national – needs to be conducted in three areas. In terms of education, a learning community or problem-based learning case study would be interesting, for example, in how students might be persuaded to ‘boycott’ such work or why they are attracted to it or repelled by it. In terms of legislative change, what would become of such a market were it to be made unlawful? What new innovative structures would emerge that would be able to endure as the law of unintended consequences? Finally, in developing new trajectories of research, what forms of publicity and public/legal action would act as a deterrent? For example, could sites where students advertise for work be the subject of campaigns for the reduction of trafficking in the developed world? These questions circumscribe the future framing for debates, research, policy, and practice in the area of academic assignment writing jobs.