Would you Bribe your Lecturer? A Quasi-experimental Study on Burnout and Bribery in Higher Education

Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has focused on institutional factors in developing countries and insights into the psychological and motivational factors that drive HE bribery on the micro-level mechanisms are virtually non-existent. To close this research gap, this study investigates the connection between study-related burnout and university students’ willingness to offer bribes to their lecturers to pass important exams. Conducting a vignette-based quasi-experimental replication study with 624 university students in Germany, Belgium, and the Netherlands we find that university students in three countries differentiate sharply between different shades of bribery and that a majority accept using emotional influence tactics to pass (failed) exams. In contrast, offering a helping hand or money (i.e., darker shades of bribery) to their lecturer was less acceptable. Study-related burnout is associated with a higher likelihood of engaging in these darker shades of bribery and students’ commitment to the public interest is but a weak factor in preventing unethical behavior. In summary, this study provides solid empirical evidence that university students are likely to use emotional influence tactics violating both the ethical codes of conduct and the formalized bureaucratic procedures of HE examination, particularly if they suffer from study-related burnout. However, the accelerating effect of burnout on bribery is conditional in that it only holds for darker shades of bribery. HE institutions may benefit from implementing the four-eye principle and from launching awareness campaigns that enable lecturers to better recognize these tactics and engage students in creating a transparent environment for testing, grading, and collaboration that is resistant to bribery.

“Don’t be so Harsh”: Influence Tactics, Support Transactions, and Relationship Satisfaction

The current study examined the association between both partners’ perceptions of the other partner's use of influence tactics during conflicts (harsh vs. soft) and both partners’ relationship satisfaction. Using a dyadic approach, the mediating role of support transactions (i.e., given and received support) was also examined. One-hundred and thirteen couples filled out questionnaires regarding partners’ use of influence tactics, received and given support, and relationship satisfaction. Results indicated one partner effect; namely, women's received support was found to be a mediator between women's perception of their partners’ use of harsh tactics and both partners’ satisfaction. There was only one actor mediation effect of given support and that was observed among women alone; namely, given support mediated the association between harsh tactics and women's relationship satisfaction. Gender and support transaction may play an important role in explaining the link between harsh tactics and relationship satisfaction.

Nomination

This chapter discusses how teams are nominated in projects. As teams are also used in organizations, the chapter points out the differences between the characteristics of teams in organizations and those in projects. Projects use different types of teams at different times; the types of teams used in projects and the sequence in which they are acquired are explained. The selection of appropriate team members is critical to the success of projects. Hence, the processes used in selecting them in practice are described. However, project managers may find it difficult to recruit the team members they need as they lack authority over resources in organizations. To overcome this, project managers should understand the role that influence plays in organizations and how influence can be used to secure resources for projects. A research study is summarized that illustrates some influence tactics that project managers use in practice in nominating team members to their projects.

Weißmüller & DeWaele - Would you bribe your Lecturer?

Bribery is a complex and critical issue in higher education (HE), causing severe economic and societal harm. Traditionally, most scholarship on HE corruption has focused on institutional factors in developing countries and insights into the psychological and motivational factors that drive HE bribery on the micro-level mechanisms are virtually non-existent. To close this research gap, this study investigates the connection between study-related burnout and university students’ willingness to offer bribes to their lecturers to pass important exams. Conducting a vignette-based quasi-experimental replication study with 624 university students in Germany, Belgium, and the Netherlands we find that university students in three countries differentiate sharply between different shades of bribery and that a majority accept using emotional influence tactics to pass (failed) exams. In contrast, offering a helping hand or money (i.e., darker shades of bribery) to their lecturer was less acceptable. Study-related burnout is associated with a higher likelihood of engaging in these darker shades of bribery and students’ commitment to the public interest is but a weak factor in preventing unethical behavior. In summary, this study provides solid empirical evidence that university students are likely to use emotional influence tactics violating both the ethical codes of conduct and the formalized bureaucratic procedures of HE examination, particularly if they suffer from study-related burnout. However, the accelerating effect of burnout on bribery is conditional in that it only holds for darker shades of bribery. HE institutions may benefit from implementing the four-eye principle and from launching awareness campaigns that enable lecturers to better recognize these tactics and engage students in creating a transparent environment for testing, grading, and collaboration that is resistant to bribery.

Lecturer Leadership in Influencing Learning Class Members Faced with the Covid-19 Pandemic Conditions

This study is intended to analyze the leadership of lecturers in influencing members of the Civic Education learning class faced with the Covid-19 Pandemic. The discussion focused on controlling tactics used by lecturers in-class activities, including the initial stage, the running stage, to the final step. Qualitative methods are used to discuss the problem, and the data analysis approach is carried out using descriptive techniques. Data was collected using interviews with selected lecturers, observations, and literature studies. The process is complemented by the role of the researcher as the main instrument. The data results show that the influence tactics used by lecturers in their leadership are adjusted to existing conditions, including the initial stage, the running stage, and the final stage referring to the dynamics of the Covid-19 pandemic condition.

The Commitment of the Employee to the Supervisor and the Organization: The Role of Employee Competency and Downward Influence Tactics

Employee’s commitment is an important work attitude for an organization. Supervisors can play a role in increasing it by conducting downward influence tactics. This study examines the relationship between employee competency and downward influence tactics (consultation, ingratiation, and exchange tactics), the relationship between these tactics and employee’s commitment to the supervisor and the organization, and the mediating effect of these tactics on the relationship between employee competency and employee’s commitment. Data were collected from 203 non-managerial employees who work in various industries in Surabaya, Indonesia. We analyzed the collected data by using PLS-SEM. This study found that employee competency has a significant positive relationship with downward influence tactics (consultation, ingratiation, and exchange tactics). In addition, consultation and ingratiation tactics have a significant relationship with one’s commitment to one’s supervisor, but only consultation tactic has a significant relationship with organizational commitment. The consultation tactic has a mediation effect on the relationship between employee competency and organizational commitment, and the commitment to the supervisor.