module specification

This module forms the foundation of the Advanced Diploma in Professional Development in Anti-Bribery and Anti-Corruption Compliance. It seeks to develop a though understanding of bribery and corruption issues within business and the private sector. It will give students a thorough understanding of the law related to bribery and corruption and introduces them to the various theoretical approaches to the study of corruption along legal, philosophical and socio-political lines.

It also examines the motivations, opportunities and circumstances that can lead individuals to engage in bribery and corruption, and introduces and evaluating mechanisms that can be put in place to manage and mitigate bribery and corruption risk.

This module aims to provide students with an advanced understanding of the law related to bribery and corruption in the UK and globally, and the challenges related to defining, measuring and managing corrupt practices and behaviours. It will enable students to develop a thorough understanding, and to critically analyse legal developments in this area, and to evaluate the implications of non-compliance with anti-bribery and anti-corruption requirements.

No pre-requisites. Not available for Study Abroad.

The syllabus for this module is broadly based around the core text for the course, which is Lissack and Horlick on Bribery, 3rd ed. The core text will be enhanced by additional, required reading.

The module will cover:

• The Nature and Definition of Corruption
• Why people engage in bribery and corruption
• History and context of bribery and corruption laws
• UK Legislation prior to the Bribery Act 2010
• The Bribery Act 2010
• When is a benefit a bribe?
• The prosecuting authorities
• Deferred Prosecution Agreements
• Criminal sentence and regulatory sanctions

Overview

Students will be taught by a combination of online lectures, interactive online seminars, one-to-one supervision, and self-study of a comprehensive module, with students encouraged to read from specified case law and legal journals. Students will be given the opportunity to discuss theoretical issues as well as practical problem solving.  Students will be supported in undertaking on-line research using electronic law databases and encouraged to use on line legal resources on a regular basis. There is a virtual learning environment containing handbooks, lecture notes, weblinks, discussion groups, study skills materials and assessment criteria. 

Experiential Learning

The module makes use of an Active Learning and Authentic Assessment strategy. Active learning is a process that puts student’s learning at its centre. It focuses on how students learn, not just on what they learn. Active learning is engaging and intellectually exciting. It helps students to become 'lifelong learners’ and encourages success.

Students are encouraged to ‘think hard’, rather than passively receive and regurgitate information. This approach ensure that students have opportunities to develop critical thinking and problem-solving skills needed in professional situations, as well as the cognitive and performance skills relating to professional practice attributes.

Study Support

Students will have regular access to module tutors by email and by one-to-one video conferences to support their studies. They will also engage with one formative assessment for each module, which will be marked promptly with opportunities for feedback either by email or individual online discussion.

On completion of this course, students should be able to do the following:

• LO1 - Confidently discuss the definitions, nature, manifestations and causes of bribery and corruption;
• LO2 - Apply the law related to bribery and corruption to issues both systematically and creatively;
• LO3 - Communicate their conclusions clearly to specialist and non-specialist audiences;
• LO4 - Demonstrate self-direction and originality in identifying legal and regulatory requirements related to bribery and corruption;
• LO5 - Develop new skills to a high level and show the qualities and transferable skills necessary for professional development, which require:

1. the exercise of initiative and personal responsibility;
2. decision-making in complex and unpredictable situations; and
3. the independent learning ability required for continuing professional development

The module adopts the assessment strategy principles of GSBL which have been developed in the spirit of ESJ. These are:

1. The School is committed to ensuring that each student should not have more than 2 assessment points per 20 credit module.
2. We provide balanced forms of assessment, both in terms of its overall volume (measured in terms of assessment points and output required and the types used.
3. Group activities are part of the learning and teaching strategies but assessment is at the level of the individual. Thus, assessment focused on individual reflections and learning from participating in a group activity.
4. Flexibility/choice in assessment methods will be introduced wherever possible in order to facilitate different learning studies and support personalization

Formal assessment methods are designed to reflect how anti-bribery and anti-corruption, regulation and compliance work in practice, and include, essays, presentations, reports and a case study.

Assessment of the module will be by way of coursework. The assessment strategy is designed to not only assess students’ legal knowledge, but also their understanding of practical issues around definitions and manifestations of bribery and corruption, thereby enabling them to appreciate appropriate responses and issues relating to anti-bribery and anti-corruption compliance.

Students will be required to produce apiece of written coursework (3,000 words maximum) that addresses i) conceptualisation of what bribery and corruption are, and ii) critically evaluate the law related to bribery and corruption, and compare it to relevant conceptualisations.

In line with our policy on facilitating formative feedback to students, the assessment strategy is designed to provide formative feedback on a piece of contributing summary assessment before another summative component is due to be submitted.

https://rl.talis.com/3/londonmet/lists/063F912E-C3BE-8440-50F7-2DB0DD33BDB8.html?lang=en-US&login=1