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   This module is a resource for lecturers  

 

Guidelines to develop a stand-alone course

 

This Module provides an outline for a three-hour class, but there is potential to develop its topics further into a stand-alone course. The scope and structure of such a course will be determined by the specific needs of each context, but a possible structure is presented here as a suggestion.

Session

Topic

Brief Description

1

Detecting and Investigation Corruption: Introduction

  • An introduction to Module topics, and discussion of what students are interested and what they would like to learn and why.

2

Detecting Corruption: Overview

  • Why corruption can be difficult to detect
  • Overview of the different (proactive and reactive) methods of detecting corruption.
  • Why it is necessary to have more than one method of detection

3

Conditions of Detection: Audits

  • Different kinds of audits, including their advantages, disadvantages, and optimal applications

4

Conditions of Detection: Open Data Charter

  • The concept of Open Data Charters, including goals, objections to them, and current levels of adoption

5

Detection: Self-Reporting

  • Why self-reporting is needed
  • Difficulties and challenges

6

Detection: Public Surveys

  • Parameters of public surveys
  • Examples
  • Advantages and limitations

7

Detection: Journalism and the Media

  • Definition and examples
  • Case study on the Mossack Fonseca Papers

8

Detection: Self-reporting and whistle-blower incentives

  • The controversial subject of incentives, including arguments for and against incentives, examples, and current levels of adoption worldwide

9

Handling Reports of Corruption and Investigations

  • Challenges faced by organizations
  • Guidelines regarding good practices, including procedures for handling reports of corruption and subsequent investigations.
  • Examples of actual procedures of different quality
  • Evaluation of samples from students' country

10

Final Class & Wrap-up

  • Presentation of student projects or research
  • Guest speaker with students as moderators
  • Final discussion: key points of the course, and what students could accomplish based on what they learned
 
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