Expectations, Distrust and Corruption in Education: Findings on Prevention through Education Improvement

Autor/in	Milovanovitch, Mihaylo
Titel	Expectations, Distrust and Corruption in Education: Findings on Prevention through Education Improvement
Quelle	In: Current Issues in Comparative Education, 21 (2019) 1, S.54-68 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Educational Improvement; Deception; Crime; Behavior Patterns; Economic Factors; Cross Cultural Studies; Trust (Psychology); Incentives; Guidance; Foreign Countries; Attribution Theory; Student Attitudes; Teacher Attitudes; Parent Attitudes; Administrator Attitudes; Public Officials; Elementary Secondary Education; Higher Education; Preschool Education; Integrity; Educational Administration; Educational Quality; Prevention; Educational Policy; Policy Analysis; Armenia; Kazakhstan; Serbia; Tunisia; Ukraine + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Täuschung; Crimes; Delict; Delicts; Delikt; Ökonomischer Faktor; Cultural comparison; Kulturvergleich; Anreiz; Beratung; Ausland; Schülerverhalten; Lehrerverhalten; Elternverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pre-school education; Vorschulerziehung; Integrität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Quality of education; Bildungsqualität; Prävention; Vorbeugung; Politics of education; Bildungspolitik; Politikfeldanalyse; Armenien; Kasachstan; Serbien; Tunesien
Abstract	In this article we present results from research on how education environments may influence the propensity of education participants to engage in corrupt practices. We approached this task with the help of a conceptual framework that draws on rational choice and routine activity theory, and on economic models of human behaviour. The framework guided a collection of evidence through desk research, numerous interviews and focus groups on behalf of authorities and civil society in five countries (Armenia, Kazakhstan, Serbia, Tunisia, Ukraine). Our findings suggest that circumstances in education influence problematic conduct in two major ways -- by opening opportunities for the abuse of regular processes in education, and by providing education participants with incentives to engage in it. This contribution offers some insights concerning the incentives of education participants to participate in corruption and discusses why research on corruption can be a valuable source of guidance for systemic improvement in education. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01