Scientific misconduct takes place at the heart of higher education organizations. Organizational culture (meso level) shapes scholars’ behaviors and perceptions (micro level) about what should be problematized while conducting research and teaching. In this paper it is argued that there are organizational mechanisms at place by which organizational goals (funding) and professional goals (recognition) become indistinguishable. The mechanisms are: pressure, loose social control, scarce resources and lack of alternatives. Scholars may strategically react to these mechanisms by accepting, fitting in, resisting or giving up. It is at the heart of these mechanisms and strategies that problematic behaviors may emerge.