Causas y permanencia de la corrupción, el rol de la confianza y los dilemas sociales: el caso de Ecuador

Abstract

AThe present study aims to discuss corruption, its causes, and its persistence using the research agenda proposed by Bo Rothstein. As a rule, studies and theories have analysed corruption using structural variables like the economy, social development, and democracy, among others. Nevertheless, little has been explained about the role of other-non-structural-variables in generating and sustaining corruption, such as interpersonal/institutional trust and social dilemmas. Therefore, this study will use data obtained from the Vanderbilt University project Americas Barometer in 2014 to analyse the case of Ecuador. The objective of this paper is twofold: first, to contrast the claims of major theories of structural causes of corruption with what is observed in Ecuador, and second, to use Rothstein's framework to assess the links between trust, social dilemmas, and corruption in the selected case study. From this analysis, we can assert that the hypotheses constructed by Rothstein are confirmed in the case of Ecuador. On the one hand, there seems to be a positive correlation between vertical and horizontal trust in the country. On the other hand, looking at the fitted models, it is also possible to claim that there is a negative association between interpersonal trust and the perception and persistence of corruption in Ecuador.

A study on academic dishonesty among English as a foreign language students

“…Academic dishonesty must be punished worldwide, and Ecuador is no exception [ 10 , 11 ]. Currently, Ecuadorians face high levels of dishonesty that result from not addressing them honestly and straightforwardly in the early stages at households or academia, as they tend to replicate in all areas [ 12 ]. Academic dishonesty encompasses more than avoiding dishonest behaviors such as copying during exams, plagiarism, or contract cheating; it involves actively engaging with learning and completing work thoroughly, ensuring it serves the noble purpose of education [ 13 ].…”