“For academics, credit for research work is important. It serves as a form of currency for obtaining jobs, promotions, grants and prestige. Not surprisingly, credit for original ideas as well as for the end result of painstaking experimentation, data collection and mustering of arguments, is zealously guarded.
Plagiarism is the most blatant example of stealing credit. It is much more common than is usually recognised. Closely related to plagiarism is faking of results, which in effect claims credit for work not done. Faking is also more common than is usually recognised.
What I call here academic exploitation is the taking of credit for work done by a person in a subordinate position. A variant is pressure on the subordinate to do work of a type or in a way which allows the superior to obtain undue credit. The exploiter’s greater power in the relationship is used in establishing and retaining the unfair distribution of credit. An implicit or explicit threat of reprisals, such as a bad recommendation, is used to deter objections.”
Brian Martin. Exploiting the academic peons. Australian Society, Vol. 2, No. 9, pp. 28-29 (1 October 1983). Reprinted as: Academic exploitation. In: Brian Martin, C. M. Ann Baker, Clyde Manwell and Cedric Pugh (eds.), Intellectual Suppression: Australian Case Histories, Analysis and Responses (Sydney: Angus & Robertson, 1986), pp. 59-62.