Contemporary epistemologists of education have raised concerns about the distorting effects of some of the processes and structures of contemporary academia on the epistemic practice and character of academic researchers. Such concerns have been articulated using the concept of epistemic corruption. In this article, we lend credibility to these theoretically motivated concerns using the example of the research impact agenda during the period 2012–2014. Interview data from UK and Australian academics confirm that the impact agenda system, at its inception, facilitated the development and exercise of epistemic vices. As well as vindicating theoretically motivated claims about epistemic corruption, inclusion of empirical methods and material can help us put the concept to work in ongoing critical scrutiny of evolving forms of the research impact agenda.

当代教育认识论者对当代学术界的某些过程和结构对学术研究人员的认识论实践和性格的扭曲影响表示担忧。使用认知腐败的概念已经阐明了这种担忧。在本文中，我们以 2012 年至 2014 年期间的研究影响议程为例，为这些具有理论动机的担忧提供了可信度。来自英国和澳大利亚学者的访谈数据证实，影响议程系统一开始就促进了认知恶习的发展和实践。除了证明理论动机关于认知腐败的主张之外，