UNDERSTANDING AND MANAGING CORRUPTION
2018/2019, Semester 2
Lee Kuan Yew School of Public Policy (Lee Kuan Yew School Of Public Policy)
Modular Credits: 4
Ethics and good governance are essential to the continuing development of the public sector, in developing as well advanced nations. This module will help you to develop authentic moral positions on public management issues and essential competencies for ethical leadership. You will approach this through first exploring the underlying concepts and philosophical underpinnings of ethical governance and the threats facing it. You will then develop your skills and ethical standpoints by putting your learning into practice with assignments and practical exercises, many of which involve actual cases and dilemma trainings used in professional programs all over the world.
UNDERSTANDING AND MANAGING CORRUPTION
PP5239 -- SEMESTER II -- 2018/19
Dr Adam Graycar
Dr Zeger van der Wal
Consultation Hours: By appointment
Class Hours: Mondays, 14.00-17.00
Venue: MM SR 3-5
Teaching Assistant: TBA
Ethics and good governance are essential to the continuing development of the public sector, in developing as well as advanced nations. This module will help you to understand, manage, and mitigate corruption and unethical behaviour, and develop essential competencies for ethical leadership in order to create organizations of integrity. You will approach this through exploring the underlying concepts and values of ethical governance and the threats facing it.
Then, you will be exposed to recent insights and best practices in ethics management and policies to combat corruption. Throughout the module you will develop your skills and ethical standpoints by putting your learning into practice with assignments and practical exercises, many of which involve actual cases and dilemma trainings used in professional programs all over the world. We will pay attention to both the
as well as the
component of managing corruption.
The themes of the module are reflected in the following six questions:
What is corruption, what are other types of unethical behaviour, and how do we decide what’s wrong or right?
What are key values for policy professionals and managers, and how can they identify and nurture them?
How do you create and nurture ethical organizations, what are the most effective instruments?
What works better and when: enforcing compliance, building trust, or promoting values?
Do best practices work across borders and sectors or are all ethics particular or even relative?
How do opportunities for corruption present themselves and how can they be prevented?
Teaching philosophy and format
This module uses a problem-based approach. Most week’s sessions will be built around a central topic, problem or case. We will use different class formats, including in-class group exercises, peer assessment, group presentations, and case discussions, (concise) lectures and wrap ups by the instructor, and discussions on the required readings.
We will use a wide variety of problems and cases to enhance your understanding of moral dimensions of issues and how to make sense of them: daily news, popular media, movies, arts, and history. In addition,
will use complex management cases developed by the major public policy schools and business schools. Such cases have a primary protagonist, usually a senior manager who operates in a complex political and organizational environment. This manager is often faced with a decision-forcing situation. One question that should always guide you when reading a case is the following:
What would I do and why
You are expected to read the materials in advance of the class session and be prepared to discuss both the cases AND the required readings (and how they relate) in class.
Needless to say, throughout the entire course you will be challenged to think about public sector challenges from many different, sometimes rivalry, perspectives. You will be asked on the spot for your opinions and reasons for your arguments, aiming to further develop your skills to critically think, make logical arguments, and provide solutions to problems. It is crucial to emphasize that the course does not aim to provide off-the-shelf solutions to problems, but rather it aims to produce public policy professionals that can ‘think’ and make good decisions on their own.
Student participation is an important part of the course. Students are expected to learn from and build constructively on comments their peers, and provide helpful feedback. This will form a considerable portion of the final grade.
You should expect to be challenged during the course by taking part in discussions that will always remain private and off the record. In order to maximize the learning experience and maintain a good learning environment both in class and outside the classroom, it is important to keep in mind the following points:
Tolerate and celebrate differences in opinions. Listen carefully. Be respectful to others.
Express your opinions clearly. Do not dominate discussions.
Always have an opinion or point of view. Make an effort to participate.
Never be shy to ask questions, no matter how difficult or simple they are.
Laptops are allowed if used for class purposes but smartphones are to be switched off before our class starts.
Core learning objectives
Classical theories of ethics and related central concepts (morals, norms, values, virtues,integrity).
How different contexts shape the anti-corruption and ethics management approachesneeded.
The (often conflicting and contradictory) central principles and values for being a good policyprofessional.
The context of the field of public values, good governance, corruption, ethics management and itsapplications.
Key emerging issues related to the understanding and management of corruption in the Asia Pacificregion.
Key analytic and interpretive strategies used to make sense of ethicalissues.
be able to
Use the widely recognized 7-steps approach to ethicaldecision-making.
Make sense of moral dimensions of policy and management issues using key analytic and interpretivestrategies.
Employ structured reasoning and analysis when faced with a real-life ethical dilemma or integrityviolation.
Develop an authentic moral position towards a problem or dilemma with moraldimensions
Participation in class discussions(25%)
You will be assessed in terms of your contribution to case discussions, readings, group exercises, and overall class dynamics. Because we take a student-centred approach to learning, participation is a major assessment component.
Study the cases and readings before coming to class, formulate questions and position yourself towards the issues that are raised. We will actively involve you in discussions and in-class exercises. If you are not in class, by definition, you cannot participate. We will record and evaluate class presence and participation. Please notify the instructor by e-mail when you are not able to attend class and provide a reason for your absence. Bringing your nameplate to class is conducive to interaction. We will approach you outside of class hours if we notice obstacles to participating in class. Please feel free to approach us pro-actively as well. Participation in our IVLE forum counts too.
Bi-weekly Position Statement (25%)
weeks 2, 6, 8, 10 and 12 you will submit a 1-page position statement of max. 400 words on Friday at 6 PM before the
next class latest
in response to questions showed at the end of the preceding lecture (and on IVLE straight after), about:
The readings for that week (1-2 questions);
The case for that week (1-2questions);
In addition, you will add an issue or question you’d like to see clarified and addressed in class thatweek.
Your statements and questions will serve two purposes: they will prepare you effectively for the session at hand and aid me in tailoring the session according to your interests, needs, and demands.
A total of 5 position statements will each get a mark ranging from 1 (submitted but of poor quality), 2 (submitted, of moderate quality), 3 (submitted, of sufficient quality), 4 (submitted, of good quality, indicating higher-level understanding of readings and case and well formulated class questions), to 5 (submitted, of excellent quality; take- aways and class questions provide new insights to instructor and peers and are likely to considerably elevate the level of class discussion). If you don’t submit your statement on time you will get 0 marks for that week.
At the end of week 8, each of you will receive your marks so far for your class participation and weekly statements to get an idea of where you stand, including some ‘feed-forward’ on how to improve if applicable.
3. Code of Conduct (25%)
You will write an individual code of conduct of (maximum) 1500 words.
The due date is Friday 8 March 2019 at 5PM
on IVLE. The code of conduct is for the staff of an imaginary institute for higher education (e.g., a public policy school; we’ll specify in class), and contains three parts (approximately 1 page or 500 words each):
Core values translated into behaviouralnorms
Sanctions for violating these values andnorms
Final Essay (25%)
You will write a 2500-word individual final essay in which you apply the theories and approaches discussed in class to a corruption case or dilemma of your choosing. The case of dilemma has to be related to governance and/or public policy. Please feel encouraged to choose an example from your own sector, industry, and/or country. We’ll set aside office time for you to discuss your ideas with us in person. The conclusion of your essay is a well-argued position towards the issue: what is the right thing to do here and why? Cite adequate sources and literature throughout the essay.
The due date is Friday 3 May 2019 at 5 PM on IVLE.
Penalties will be imposed for late assignments. The grading scale ranges from A+ to F. The NUS norm is that no more than 1/3 of students will receive a grade in the A range (A- to A+).
Workload Components : A-B-C-D-E
A: no. of lecture hours per week
B: no. of tutorial hours per week
C: no. of lab hours per week
D: no. of hours for projects, assignments, fieldwork etc per week
E: no. of hours for preparatory work by a student per week