Unit name | Corruption and Public Policy |
---|---|
Unit code | SPOLM0055 |
Credit points | 20 |
Level of study | M/7 |
Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
Unit director | Dr. Peiffer |
Open unit status | Not open |
Pre-requisites |
None |
Co-requisites |
None |
School/department | School for Policy Studies |
Faculty | Faculty of Social Sciences and Law |
This unit examines the relationship between corruption and public policy processes, as well as policies designed to control corruption. While it is widely accepted within development policy circles that corruption poses a serious threat to international development, the regular coverage of major corruption scandals in the Global North continue to highlight the ubiquitous nature of the phenomenon. Drawing on cases from several contexts, the unit will encourage a critical assessment of what is known and not known about the causes of corruption, where corruption is concentrated in the world, and its consequences for public policy, as well as the effectiveness of anticorruption policies.
The unit will consider how corruption is defined and measured by many groups and how influential definitions of corruption have shaped anticorruption policies and beliefs about who in global society is likely to perpetrate corruption. As identified in different literatures, it will consider the hypothesized causes and consequences of corruption. Within this area, students will engage with competing arguments that suggest that corruption is a symptom or cause of political, economic and social developmental trajectories. Finally, it will introduce specific examples of anticorruption policies from several countries and will critically engage with the evidence available and arguments that have been made for how, and if corruption can and should be controlled.
The unit aims are to:
By the end of the unit, students will be able to:
Teaching will be delivered through blended learning involving a combination of synchronous and asynchronous sessions, including 10 weekly lectures, practical activities supported by study-group sessions, and self-directed exercises. Narrated power point presentations will cover conceptual and theoretical debates, whilst more applied and policy specific learning will be self-paced, with electronically delivered material, and undertaken individually or supported by pair and group work, and involving elements of tutor feedback and peer-assessment. Feedback will be provided for formal assessments, preparation for which will be supported through online activities and in weekly study group sessions with tutors.
Two x 2,000 word written assessments (50% each).
Assessment one will test the first 3 listed intended learning outcomes with a 2,000 word essay.
Assessment two will require students to produce a 2,000 word report for a policy-making audience, and will test the last 2 listed intended learning outcomes.
Rothstein, B & Varraich, A. (2017). Making Sense of Corruption. Cambridge University Press.
Mungiu-Pippidi, A. (2015). The Quest for Good Governance. How Societies Develop Control for Corruption. Cambridge University Press.
Whyte, D. (2015). How Corrupt is Britain? London: Pluto Press.
Rose, R. & Peiffer, C. (2015). Paying Bribes for Public Services: A Global Guide to Grass Roots Corruption. Palgrave.
Johnsøn, J., Taxell,N., and Zaum, D. (2012) Mapping Evidence Gaps in Anti-Corruption: Assessing the State of the Operationally Relevant Evidence on Donors’ Actions and Approaches to Anti-Corruption. U4 Issue, Chr. Michelson Institute (CMI)