LL7P31 - Anti-Bribery and Anti-Corruption: Advanced Project (2022/23)
|Module specification||Module approved to run in 2022/23|
|Module title||Anti-Bribery and Anti-Corruption: Advanced Project|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||Guildhall School of Business and Law|
|Total study hours||200|
|Running in 2022/23(Please note that module timeslots are subject to change)||No instances running in the year|
This module builds on the understanding developed during module 1 of the Advanced Diploma in Professional Development in Anti-Bribery and Anti-Corruption Compliance. This module will enable students to critically analyse contemporary issues and best practice related to anti-bribery and anti-corruption compliance.
It introduces various anti-bribery and anti-corruption approaches and mechanisms that have been developed by governments, regulators international organisations, and evaluate which types of approaches are the most likely to be successful in which context. The module requires students to develop a Bribery and Corruption Risk Assessment Methodology within the context of their organisation or industry.
This module aims to allow students to apply their understanding of bribery and corruption within business and private sector by developing a Bribery and Corruption Risk Assessment Methodology within the context of their organisation or industry.
Prior learning 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:
- Bribery sensitive sectors
- The causes and effects of bribery and corruption
- Approaches to anti-bribery and anti-corruption
- 'Adequate procedures' in practice
- The Use of Behavioural Science in and anti-corruption
- Anti-bribery and anti-corruption management systems and controls
- Guidance about procedures which relevant commercial organisations can put into place to prevent persons associated with them from bribing
Balance of independent study and scheduled teaching activity
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.
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.
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:
- the exercise of initiative and personal responsibility;
- decision-making in complex and unpredictable situations; and
- the independent learning ability required for continuing professional development.
The module adopts the assessment strategy principles of the School that are developed in the spirit of ESJ. These are:
- The School is committed to ensuring that each student should not have more no more than 2 assessment points per 20 credit module.
- 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.
- 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.
- 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.
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.
The module is assessed via a portfolio of two pieces of work: i) an Advanced Project (1,500 words in the form of a Bribery and Corruption Risk Assessment Methodology) worth 780%; and ii) a 20 minutes presentation worth 20%.
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.