The course is an interdisciplinary introduction to the theory and practice of corruption and anti-corruption. It shows how different understandings of corruption suggest different remedies. Students will consider definitions, explanations and measures of corruption, and its links to development, politics and culture. The course will also consider ways of evaluating anti-corruption measures, including cleanup campaigns, anti-corruption commissions and NGOs.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Demonstrate an understanding of theories about the causes of corruption
2. Apply those theories to anti-corruption practice
3. Identify the theories implicit in anti-corruption practice
4. Evaluate various forms of anti corruption activity

Required Resources

Resources required for this course are available on the Wattle site; see note onRecommended Resources below.

Recommended Resources

Students can familiarise themselves with key ideas covered in the course by reading the recommended resources available on short-term loans at the ANU Chifley and Menzies libraries; see: https://library.anu.edu.au/search/r?search=POGO8076&searchscope=1.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, and to individuals

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Dr Grant Walton will be available for 1:1 meetings to discuss anything to do with the course from 26 July to 19 October (email to make an appointment).

In addition, all students will need to register for a 15-minute 1:1 meeting with Dr Walton to discuss their major essay topic. These 15-minute consultations will be available on 15 and 19 September.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introductory discussion: Introduction to Corruption and Anti-Corruption (26 July)	This online or face-to-face discussion provides students with an opportunity to discuss and ask questions about the introductory lecture (to be watched online beforehand) which will be posted to the Wattle site. Students will learn about the course content, assessment and key debates within corruption studies.
2	Day 1: Evaluating cases of corruption (5 Sept)	In this online-only session, students will engage with and discuss online lectures (to be watched beforehand) and learn about key issues and trends in corruption studies. Students will draw on international and local case studies to critically compare the way corruption is understood and addressed.
3	Day 2: Understanding corruption: definitions, culture and politics (7 Sept)	In this online or face-to-face session students will engage with and discuss online lectures (watched beforehand); they will learn about how corruption can be defined, and the way politics and culture shape corruption and anti-corruption efforts.
4	Day 3: Researching and measuring corruption (9 Sept)	In online or face-to-face sessions students will engage with and discuss online lectures (watched beforehand); they will learn about the challenges of researching and measuring corruption and efforts to overcome these challenges.
5	Day 4: Addressing corruption (12 Sept)	This online-only session marks the first of two days focusing on anti-corruption efforts. Students should familiarise themselves with the following readings from the Day 4 reading list on the Wattle site: Doig, Watt and Williams (2007); Batory (2012); Brown and Cloke (2011). They should also watch the related online lecture material beforehand. In this session, students will learn about and assess different anticorruption theories and institutions. Guest lecturers will provide practical insights into the challenges involved with fighting corruption in different contexts.
6	Day 5: Anti-corruption, political will and globalisation (14 Sept)	Reflecting on online lectures and other materials, in this online or face-to-face session students will learn about the challenges of building political will to help fight corruption, and learn about how globalisation shapes corruption risk and anti-corruption efforts.
7	Day 6: Transnational corruption and anti-corruption, and new directions in (anti) corruption studies (16 Sept)	Reflecting on online lectures and other materials, in this online or face-to-face session students will learn about how to identify and respond to transnational corruption. The session will conclude with a summary of the course and will look towards emerging directions in the study of (anti-) corruption.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Case Study Analysis	30 %	17/08/2022	02/09/2022	2, 4
Major essay	60 %	21/10/2022	02/12/2022	1, 2
Class participation and engagement	10 %	*	02/12/2022	1, 2, 3, 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Case Study Analysis

The purpose of this assignment is to introduce you to a case about corruption and to key readings, and encourage you to find links between them. The assignment provides an introduction and background to the lectures and small group discussions that will take place intensively in September. You will not be able to participate in these without doing the assignment.

The assignment is in two parts, A and B. The first focuses on a case, chosen from 4 possibilities. The second focuses on an article or chapter in the reading brick (available on the Wattle site). There are more details about what you should do, an article on 'critical thinking', and some initial case material, on the Wattle site.

Assessment Criteria

--      demonstrated understanding of the ideas in the selected reading

-      demonstrated ability to carry out online research on the case

-      demonstrated understanding of the details and issues of the case

-      demonstrated ability to relate a reading (chapter or article) to the case

-      other evidence of critical thinking (as defined in the handout in Wattle)

-      clear expression, grammar, and proper and consistent academic referencing.

Assessment Task 2

Major essay

Long essay on a topic related to issues considered in the intensive teaching period, discussed and agreed with the convenor. We will discuss possible topics and formats during the intensive teaching in September, and you should be ready to discuss your own ideas (even if only a few thoughts) with the lecturer by then. Students will have an opportunity to discuss their thoughts about their essay in face-to-face 1:1 discussion sessions scheduled during and after the September intensive.

Length 3000 words, including at least 10 references, at least 5 of which must be from academic journals.

Rubric

Assessment rubric: Major essay	High Distinction (80-100%)	Distinction (70-79%)	Credit (60-69%)	Pass (50-59%)
Analysis (30%)	·  Exceptional, original and innovative in its thesis, subordinate conclusions, interconnections and/or premises ·  All conclusions and premises are strongly supported, although areas of controversy or uncertainty may be acknowledged ·  Sources add significantly to the arguments made Sources demonstrate exceptional external research	·  Insightful in its thesis, subordinate conclusions, interconnections and/or premises ·  All conclusions and premises are appropriately and well supported ·  Sources add significantly to the arguments made Sources demonstrate extensive external research	·  Clear thesis strongly (or at least adequately) supported by valid premises and subordinate conclusions ·  Makes cogent connections between all the various parts of the essay ·  Sources are relevant and contribute to arguments Sources demonstrate some external research	·  Essay has a discernible thesis with relevant support from premises and subordinate conclusions ·  Identifies some relevant connections between the various parts of the essay Uses relevant sources where essential, but nothing beyond
Demonstrated understanding of issues considered in the course (20%)	·  As above and understandings, conclusions and external research is relevant to issues considered in the course ·  Demonstrates an exceptional understanding of relevant issues covered in the course within the scope of the assessment	·  As above and understandings, conclusions and external research is relevant to issues considered in the course Demonstrates a detailed and accurate understanding of relevant issues covered in the course within the scope of the assessment	·  As above and understandings, conclusions and external research is relevant to issues considered in the course ·  Demonstrates a good understanding of relevant issues covered in the course within the scope of the assessment	·  Makes valid connections with issues considered in the course, but not in a way that demonstrates a confident grasp of key topics ·  Generally demonstrates a satisfactory understanding of issues covered in the course within the scope of the assessment, even though there are some inaccuracies or misunderstandings
Addresses question/topic; critical thinking (30%)	·  Demonstrates an exceptional understanding of the chosen question/topic ·  Provides innovative and plausible responses to counter-arguments ·  Critically and sophisticatedly engages with claims made about corruption/anti-corruption Suggests innovative solutions/recommendations to difficult issues inherent in the question/topic	·  Demonstrates an advanced understanding of the chosen question/topic ·  Persuasively addresses all the major counter-arguments ·  Critically engages with claims made about corruption/anti-corruption Suggests effective solutions/recommendations to difficult issues inherent in the question/topic	·  Demonstrates a clear understanding of the chosen question/topic ·  Considers the major counter-arguments ·  Presents claims made about corruption/anti-corruption with some evidence of critical thinking Provides some solutions/recommendations to difficult issues inherent in the question/topic	·  Demonstrates understanding of the chosen question/topic ·  Considers some major counter-arguments ·  Little critical thinking around claims made about corruption/anti-corruption ·  Solutions/recommendations are not convincing or not well explained.
Articulation and referencing (20%)	·  Exceptional clarity and succinct expression of ideas ·  Cohesive and logical structure that makes the text engaging, compelling and a joy to read ·  Excellent presentation and formatting Fully (or close to) consistent referencing	·  Excellent clarity and succinct expression of ideas ·  Cohesive and logical structure that is easy to read and follow ·  Excellent presentation and formatting Great attempt to apply referencing style	·  Good expression of ideas ·  Cohesive and logical structure, although ideas are sometimes disconnected ·  Good, consistent presentation and formatting Good attempt to apply referencing style	·  Some attempt to express ideas clearly and succinctly ·  Evidence of a structure that is appropriate to the argument References have basic, necessary information, even if not consistent

Assessment Task 3

Class participation and engagement

Students will be assessed on their engagement with the class, which includes participation in online and/or face-to-face discussion forums.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

N/A

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students