Layers of decision: Linking social definitions of corruption and willingness to take action

The literature available about social definitions of corruption is surprisingly discrete from that which addresses the issue of whistleblowing or the reporting of crime and corruption. The current study, however, empirically links the two. A survey of more than 1300 public sector employees was undertaken to explore: i) how and why public sector employees define some behaviours as corrupt; ii) factors which may hinder public sector employees taking action about corruption which they may observe at work; and iii) the link between i) and ii). The study found that within the New South Wales (NSW) public sector, views about what constitutes corruption are diverse and that this has a significant, though not exclusive, impact upon the action respondents said they would take in response to workplace corruption. The study discusses other factors which also impact upon the stated decision not to take action about corruption and suggests some possible courses of action for addressing these factors.The research upon which this paper is based formed part of the research program of the Independent Commission Against Corruption.     

Vertical Competition in Unitary States: The Case of Italy

In unitary states – states in whichconstitutional powers are owned by thecentral government – vertical competitioncan generate stable outcomes, that isoutcomes that do not unravel througharbitrary repossessions by the center.Stability is a product of institutionalcommitment devices. Through these ademocratic government, though it cannotbind successor governments, can effectivelyoblige them to respect some of thedecisions it has made. A number of suchcommitment devices exist in Italy; theymake possible stable vertical competitionbetween central and regional governments.     

Language,NGOs and inclusion: the donor perspective

Listening to communities is valued by UK’s Department of International Development (DFID) for contributing to “beneficiary” empowerment and programme efficiency. This article is based on interviews with elite DFID officials to explore their understandings on how they expect NGOs to engage with local languages and the role of language intermediaries. It uncovers their perceptions of the ways that languages and cultural knowledge shape NGO relationships with communities. It finds that the officials assume that listening is unproblematic for NGOs, and ask few questions about translation and interpretation. The article concludes by reflecting on policy implications and directions for further research.     

“They Think that I Should Defend”: Effects of Peer and Teacher Injunctive Norms on Defending Victimized Classmates in Early Adolescents

Norms have been suggested as important characteristics of the social-ecological context for defending victimized peers, but little is known about the contribution of student perceived injunctive norms (regarding the appropriateness of defending) imposed by peers and teachers. To investigate the role of these norms in defending, a sample of 751 early adolescents (51% female; M_age at Time 1:13 years) was assessed at two time points. Defending, as measured by peer- and self-ratings, decreased slightly over a six-month timespan. Three-level models (with time, students, and classrooms as the levels) indicated that both individual- and classroom-level perceived peer injunctive norms (but not teacher injunctive norms) had positive effects on defending over time regardless of the source of the information on defending (peers or self). These findings support programs that encourage defending through peer norms.     

Columbine Revisited: Myths and Realities About the Bullying–School Shootings Connection

ABSTRACT

After the Columbine school shooting in 1999, concern about bullying crescendoed. A prominent belief emerged that bullying causes school shootings. However, many of the beliefs about bullying constitute myths—that is, empirically unverified assumptions. These beliefs ignore critical conceptual issues that attend to efforts to understand the bullying–school shootings connection. In so doing, they likely inhibit progress toward a more accurate understanding of the causes of school shootings and what can be done to prevent them. The authors present this argument and identify recommendations for research and policy.