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"Corruption in Higher Education" published on 08 Jun 2020 by Brill | Sense.
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Summary. Lobbying public officials is common practice, but becomes problematic when officials have a financial interest in the sector that lobbies them and for which they are responsible. This article explores such cases, with a particular focus on Eastern Europe.
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Summary. This paper examines how anti-corruption educational campaigns affect the attitudes of Russian university students toward corruption and academic integrity in the short run. About 2000 survey participants were randomly assigned to one of four different information materials (brochures or videos) about the negative consequences of corruption or to a control group. While we do not find important effects in the full sample, applying machine learning methods for detecting effect heterogeneity suggests that some subgroups of students might react to the same information differently, albeit statistical significance mostly vanishes when accounting for multiple hypotheses testing. Taking the point estimates at face value, students who commonly plagiarize appear to develop stronger negative attitudes toward corruption in the aftermath of our intervention. Unexpectedly, some information materials seem inducing more tolerant views on corruption among those who plagiarize less frequently and in the group of male students, while the effects on female students are generally close to zero. Therefore, policy makers aiming to implement anti-corruption education at a larger scale should scrutinize the possibility of (undesired) heterogeneous effects across student groups.
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Summary. Transparency International (TI), an NGO working on corruption worldwide, commonly defines corruption as “the abuse of entrusted power for private gain.” In higher education, however, corruption also encompasses “the lack of academic integrity.” The second definition applies to both public and private institutions, since what they both offer—education—can be construed as a public good. Corruption might be perceived or it might not; in higher education, however, this differentiation is less relevant. Along with the kinds of monetary and non-monetary corruption that can be found anywhere in society, such as corruption in procurement and favouritism in hiring and/or promoting employees, corruption in higher education can implicate the students themselves, thus exerting an influence over the next generation.
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