Teaching integrity in the public sector: Evaluating and reporting anti-corruption commissions’ education function

Abstract

Australia’s state-based public sector standing anti-corruption commissions each have an education function. The function is underpinned by a largely unquestioned assumption that integrity education will reduce levels of misconduct and corruption in the public sector. This study explores how these commissions undertake evaluations and publicly report on the effectiveness of their education events to demonstrate a contribution to this purpose. It acknowledges that well-designed and executed education events may deliver public value outcomes, but finds that the evaluative and reporting approaches used by commissions are insufficient to reliably demonstrate whether or not the function actually achieves this purpose. The dominance of exposure-as-success attendance statistics revealed in this study is particularly concerning as they offer no insights that are directly relevant to this purpose. Consistent with the findings of previous studies, there is also a heavy reliance on reaction-based satisfaction surveys that primarily reflect participants’ enjoyment of an education event, but do not provide meaningful evidence of learning, application of learning, organizational impact, or the overall delivery of public value. As such, it is argued that commissions need to transition from largely superficial appraisals to more robust and strategic assessments that measure actual attitudinal and behavioral change in the public sector. This study also raises questions of broader relevance to the evaluation of other types of workplace education, particularly that requiring affective and behavioral learning.

Sosialisasi Penerapan Pendidikan Anti Korupsi Bagi Siswa SD 03 Pondok Labu Jakarta Selatan dalam Mewujudkan Pemantapan Ketahanan dan Tata Kelola Kepemerintahan Indonesia

“…Maka, pembangunan merupakan suatu bentuk perubahan yang mencakup seluruh jenis kehidupan organisme sosial. Terakhir, korupsi terjadi ketika pembangunan infrastruktur sudah direncanakan, tetapi proses birokrasinya lambat sehingga orang-orang mencari jalan pintas dengan memberikan insentif atau suap (Cochrane, 2020;Huang, 2021;Khalezov, 2021;Misno, 2020aMisno, , 2020bNazkhanova, 2018;Nugroho, 2022;Rahman, 2022;Suyadi, 2020Suyadi, , 2021. Hal ini terjadi terus menerus, tidak terkendali oleh negara dan masyarakat, sehingga menimbulkan kelompok masyarakat yang menjadi kaya melalui korupsi, tidak memberikan contoh yang baik bagi generasi muda, khususnya anak-anak usia sekolah dasar.…”

Efecto de las capacitaciones en la reflexión sobre ética y corrupción

“…En el sector público, la reflexión sobre esta materia ha estado presente de forma más limitada (Cochrane, 2020;Pallai & Gregor, 2016). De hecho, en una de la publicaciones más relevantes de esta área de reflexión académica, la revista Public Integrity, hay varios textos sobre la materia, sin embargo, en un número muy limitado respecto de otras áreas de la reflexión académica (Menzel, 2015).…”

“…Este tema reviste especial relevancia puesto que, en caso de haber diferentes efectos, sería necesario diseñar instrumentos diferenciados por tipos de funcionarios, para alcanzar un impacto mayor. El presente artículo pretende aportar en ese ámbito de la reflexión académica, del cual existe evidencia que ha sido poco estudiado (Cochrane, 2020;Toro & Rodríguez, 2017).…”

Corrupção na educação superior pública? Estudo das Ifes de Minas Gerais

“…Em suma, a integridade é uma combinação de estratégias baseadas primordialmente na prevenção e na promoção da ética e de regras de conduta com aquelas focadas na correição, com o intuito de mitigar e combater irregularidades, atos ilícitos e práticas corruptas, retrato do fenômeno da corrupção (Cochrane, 2020).…”