Teaching Anticorruption: Developing a Foundation for Business Integrity

Anti-corruption
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The agency develops concrete actions to be taken against companies providing such services. Inspired by the experience of New Zealand, which has fined and even frozen the assets of essay mills, QAA suggests the introduction of the same procedure. Milovanovich et al.

Some measures might be easily implemented, so why have not all universities within the Bologna process done it? Why do not all universities clear procedures and policies on the ethical behaviour? Why do not all universities use anti-plagiarism software programs and take legal actions against companies providing questionable services? Some of the measures might be costly.

Some measures might not be implemented yet due to weak management, while other measures might be not implemented concisely.

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Editorial Reviews. About the Author. Poland; Associate Professor of Management ; Silesian Teaching Anticorruption: Developing a Foundation for Business Integrity - Kindle edition by Agata Stachowicz-Stanusch. Download it once and read. Teaching Anticorruption: Developing a Foundation for Business Integrity UK Bribery laolikocer.tk movement in management education towards a.

Corruption seems to be a very effective tool to respond to massification, falling or insecure financial support, and growing competition among institutions on the national and international levels, as well as to the increasing demands on university researchers and instructors. Tackling these issues might be a good and effective strategy for tackling corruption.

No one should ever wonder if graduates in medicine would become involved in promoting drugs without evidence, if managers would cheat and steal, or if lawyers and bankers would develop new schemes for tax evasion and fraud. The decision-makers within the Bologna process should support and encourage exchanges on this topic among all involved stakeholders on practical issues, as well as more reflection and research on blind spots and borders between legal and illegal, good and bad, acceptable and unacceptable practices.

What can educators and decision-makers within the Bologna process learn from general corruption research? First of all, many anti-corruption reforms failed not because they were based on inefficient theories, or because the involved stakeholders lacked the courage to implement the new reforms, but because the decision-makers did not consider the functions that corruption might serve, especially in weak institutional environments.

In higher education, corruption might often be considered an effective tool to address the challenges of massification, internationalisation and shrinking financing.