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Description
Political and economic competition, so goes the broad argument, reduce corruption because competition increases the cost of actors to engage in corrupt practices. It increases the risk of exposure, provides non-corrupt alternatives for consumers, and introduces non-corrupt practices into the political and economic domains. Why then, has corruption persisted in the Central Eastern European countries decades after the introduction of political and economic competition in the early 1990s?
This dissertation asks how and why the emergence of competition in the political and economic domains leads to a transformation of the patterns of corruption. I define corruption as an act involving a public official who violates the norms or regulations of their office, receives some compensation in return, and thus harms the public interest.
I argue that under conditions of a communist past and high levels of uncertainty, the simultaneous emergence of political and economic competition transforms the opportunity structures of actors to engage in corruption. The resulting constellation of powerful incentives for and weak constraints against corruption encourages political and economic actors to enter into corrupt state-business relationships. Finally, the resource distribution between the actors in the corrupt state-business relationship determines the type of corruption that emerges—legal corruption, local capture, or covert political financing.
To test the causal mechanism, I employ intensive process-tracing of the micro-causal mechanisms of eleven corruption cases in Poland and Hungary. Using paired comparisons of cases from the same business sector but at different points in time, the dissertation examines how corruption patterns transformed over time in Poland and Hungary.
The dissertation shows that the emergence of political and economic competition changes the opportunity structures of actors in favor of corruption. Moreover, the new constellation of incentives and constraints encourages political and economic actors to establish corrupt state-business relationships. Crucially, I find that the resource distribution within these corrupt relationships determines the type of corruption emerges—local capture where both sides have concentrated resources that balance each other out, legal corruption when a strong economic actor confronts a fragmented political actor, and covert political financing when a weak economic actor faces a strong political actor.
This dissertation asks how and why the emergence of competition in the political and economic domains leads to a transformation of the patterns of corruption. I define corruption as an act involving a public official who violates the norms or regulations of their office, receives some compensation in return, and thus harms the public interest.
I argue that under conditions of a communist past and high levels of uncertainty, the simultaneous emergence of political and economic competition transforms the opportunity structures of actors to engage in corruption. The resulting constellation of powerful incentives for and weak constraints against corruption encourages political and economic actors to enter into corrupt state-business relationships. Finally, the resource distribution between the actors in the corrupt state-business relationship determines the type of corruption that emerges—legal corruption, local capture, or covert political financing.
To test the causal mechanism, I employ intensive process-tracing of the micro-causal mechanisms of eleven corruption cases in Poland and Hungary. Using paired comparisons of cases from the same business sector but at different points in time, the dissertation examines how corruption patterns transformed over time in Poland and Hungary.
The dissertation shows that the emergence of political and economic competition changes the opportunity structures of actors in favor of corruption. Moreover, the new constellation of incentives and constraints encourages political and economic actors to establish corrupt state-business relationships. Crucially, I find that the resource distribution within these corrupt relationships determines the type of corruption emerges—local capture where both sides have concentrated resources that balance each other out, legal corruption when a strong economic actor confronts a fragmented political actor, and covert political financing when a weak economic actor faces a strong political actor.
ContributorsKartner, Jennifer Joan (Author) / Warner, Carolyn (Thesis advisor) / Thies, Cameron (Committee member) / Von Hagen, Mark (Committee member) / Berliner, Daniel (Committee member) / Arizona State University (Publisher)
Created2018
Description
This work explores the underlying dynamics of democracies in the context of underdevelopment, arguing that when society has not attained a substantial degree of economic independence from the state, it undermines democratic quality and stability. Economic underdevelopment and political oppression are mutually reinforcing, and both are rooted in the structure of the agriculture sector, the distribution of land, and the rural societies that emerge around this order. These systems produce persistent power imbalances that militate toward their continuance, encourage dependency, and foster the development of neopatrimonialism and corruption in the government, thereby weakening key pillars of democracy such as accountability and representativeness. Through historical analysis of a single case study, this dissertation demonstrates that while this is partly a result of actor choices at key points in time, it is highly influenced by structural constraints embedded in earlier time periods. I find that Ghana’s historical development from the colonial era to present day closely follows this trajectory.
ContributorsEllis, Alicia N (Author) / Thies, Cameron (Thesis advisor) / Warner, Carolyn (Committee member) / Thomson, Henry (Committee member) / Arizona State University (Publisher)
Created2019
Description
This dissertation proposes a theory of authoritarian control of the armed forces using the economic theory of the firm. To establish a “master-servant” relationship, an organization structures governance as a long-term contractual agreement to mitigate the vulnerabilities associated with uncertainty and bilateral dependency. The bargaining power for civilian and military actors entering a contractual relationship is assessed by two dimensions: the negotiated political property rights and the credible guarantee of those rights. These dimensions outline four civil-military institutional arrangements or army types (cartel, cadre, entrepreneur, and patron armies) in an authoritarian system. In the cycle of repression, the more the dictator relies on the military for repression to stay in office, the more negotiated political property rights obtained by the military; and the more rights obtained by the military the less civilian control. Thus, the dependence on coercive violence entails a paradox for the dictator—the agents empowered to manage violence are also empowered to act against the regime. To minimize this threat, the dictator may choose to default on the political bargain through coup-proofing strategies at the cost to the regime’s credibility and reputation, later impacting a military’s decision to defend, defect, or coup during times of crisis. The cycle of repression captures the various stages in the life-cycle of the political contract between the regime and the armed forces providing insights into institutional changes governing the relationship. As such, this project furthers our understanding of the complexities of authoritarian civil–military relations and contributes conceptual tools for future studies.
ContributorsZerba, Shaio Hui (Author) / Thies, Cameron (Thesis advisor) / Wood, Reed (Committee member) / Shair-Rosenfield, Sarah (Committee member) / Arizona State University (Publisher)
Created2019
Description
For as long as humans have been working, they have been looking for ways to get that work done better, faster, and more efficient. Over the course of human history, mankind has created innumerable spectacular inventions, all with the goal of making the economy and daily life more efficient. Today, innovations and technological advancements are happening at a pace like never seen before, and technology like automation and artificial intelligence are poised to once again fundamentally alter the way people live and work in society. Whether society is prepared or not, robots are coming to replace human labor, and they are coming fast. In many areas artificial intelligence has disrupted entire industries of the economy. As people continue to make advancements in artificial intelligence, more industries will be disturbed, more jobs will be lost, and entirely new industries and professions will be created in their wake. The future of the economy and society will be determined by how humans adapt to the rapid innovations that are taking place every single day. In this paper I will examine the extent to which automation will take the place of human labor in the future, project the potential effect of automation to future unemployment, and what individuals and society will need to do to adapt to keep pace with rapidly advancing technology. I will also look at the history of automation in the economy. For centuries humans have been advancing technology to make their everyday work more productive and efficient, and for centuries this has forced humans to adapt to the modern technology through things like training and education. The thesis will additionally examine the ways in which the U.S. education system will have to adapt to meet the demands of the advancing economy, and how job retraining programs must be modernized to prepare workers for the changing economy.
ContributorsCunningham, Reed P. (Author) / DeSerpa, Allan (Thesis director) / Haglin, Brett (Committee member) / School of International Letters and Cultures (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study asks the question: does gender-based discrimination exists within Arizona State University's Army Reserve Officer Training Corps (ROTC), and if so, what are the effects of such discrimination? Within this study, discrimination is defined as: the treatment or consideration of, or making a distinction in favor of or against, a person or thing based on the group, class, or category to which that person or thing belongs, rather than on individual merit. The researcher predicted that this study would show that gender-based discrimination operates within the masculine military culture of Army ROTC at ASU, resulting from women's hyper-visibility and evidenced by their lack of positive recognition and disbelief in having a voice in the program. These expectations were based on background research claiming that the token status of women in military roles causes them to be more heavily scrutinized, and they consequentially try to attain success by adapting to the masculine military culture by which they are constantly measured. For the purposes of this study, success is defined as: the attainment of wealth, favor, or eminence . This study relies on exploratory interviews and an online survey conducted with male and female Army ROTC cadets of all grade levels at Arizona State University. The interviews and survey collected demographic information and perspectives on individual experiences to establish an understanding of privilege and marginalization within the program. These results do support the prediction that women in Army ROTC at ASU face discrimination based on their unique visibility and lack of positive recognition and voice in the program. Likewise, the survey results indicate that race also has a significant impact on one's experience in Army ROTC, which is discussed later in this study in regard to needs for future research. ASU Army ROTC includes approximately 100 cadets, and approximately 30-40 of those cadets participated in this study. Additionally, the University of Arizona and the Northern Arizona University Army ROTC programs were invited to participate in this study and declined to do so, which would have offered a greater sample population. Nonetheless, the results of this research will be useful for analysis and further discussion of gender-equality in Army ROTC at Arizona State University.
ContributorsAllemang, Lindsey Ann (Author) / Wood, Reed (Thesis director) / Switzer, Heather (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Nuclear weapons possess enormous potential to inflict damage on our world. The majority of countries in the world denounce the proliferation of these weapons, but a minority of countries have a desire to proliferate. This essay analyzes the impact of regime type and alliance strength to a nuclear state on protégé proliferation decisions. Prior research focuses on single factors in proliferation decisions and fails to take in to account the multi-faceted factors that influence the international system that states operate in. The analysis finds that regime type gives an indication about a state’s likelihood to proliferate, but does not explain proliferation choices comprehensively. Alliance strength plays a large role in a state’s security calculations and must be analyzed in conjunction to regime type to understand proliferation decisions.
ContributorsHsu, Kai Nalu (Author) / Wright, Thorin (Thesis director) / Thies, Cameron (Committee member) / W.P. Carey School of Business (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Genocide studies have traditionally focused on the perpetrator’s intent to eradicate a particular identity-based group, using the Holocaust as their model and point of comparison. Although some aspects of the Holocaust were undoubtedly unique, recent scholars have sought to challenge the notion that it was a singular phenomenon. Instead, they draw attention to a recurring pattern of genocidal events throughout history by shifting the focus from intent to structure. One particular branch of scholars seeks to connect the ideology and tactics of imperialism with certain genocidal events. These anti-imperialist genocide scholars concede that their model cannot account for all genocides, but still claim that it creates meaningful connections between genocides committed by Western colonialist powers and those that have occurred in a neoimperialist world order shaped according to Western interests. The latter includes genocides in postcolonial states, which these scholars believe were shaped by the scars of their colonial past, as well as genocides in which imperial hegemons assisted local perpetrators. Imperialist and former colonial powers have contributed meaningfully to all of these kinds of genocides, yet their contributions have largely been ignored due to their own influence on the creation of the current international order. Incorporating the anti-imperialist perspective into the core doctrine of genocide studies may lead to breakthroughs in areas of related policy and practice, such as prevention and accountability.
ContributorsParker, Ashleigh Mae (Author) / Thies, Cameron (Thesis director) / Sivak, Henry (Committee member) / School of Politics and Global Studies (Contributor) / School of Social Transformation (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Construction is a defining characteristic of geometry classes. In a traditional classroom, teachers and students use physical tools (i.e. a compass and straight-edge) in their constructions. However, with modern technology, construction is possible through the use of digital applications such as GeoGebra and Geometer’s SketchPad.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
Many other studies have researched the benefits of digital manipulatives and digital environments through student completion of tasks and testing. This study intends to research students’ use of the digital tools and manipulatives, along with the students’ interactions with the digital environment. To this end, I conducted exploratory teaching experiments with two calculus I students.
In the exploratory teaching experiments, students were introduced to a GeoGebra application developed by Fischer (2019), which includes instructional videos and corresponding quizzes, as well as exercises and interactive notepads, where students could use digital tools to construct line segments and circles (corresponding to the physical straight-edge and compass). The application built up the students’ foundational knowledge, culminating in the construction and verbal proof of Euclid’s Elements, Proposition 1 (Euclid, 1733).
The central findings of this thesis are the students’ interactions with the digital environment, with observed changes in their conceptions of radii and circles, and in their use of tools. The students were observed to have conceptions of radii as a process, a geometric shape, and a geometric object. I observed the students’ conceptions of a circle change from a geometric shape to a geometric object, and with that change, observed the students’ use of tools change from a measuring focus to a property focus.
I report a summary of the students’ work and classify their reasoning and actions into the above categories, and an analysis of how the digital environment impacts the students’ conceptions. I also briefly discuss the impact of the findings on pedagogy and future research.
ContributorsSakauye, Noelle Marie (Author) / Roh, Kyeong Hah (Thesis director) / Zandieh, Michelle (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This document is a proposal for a research project, submitted as an Honors Thesis to Barrett, The Honors College at Arizona State University. The proposal summarizes previous findings and literature about women survivors of domestic violence who are suffering from post-traumatic stress disorder as well as outlining the design and measures of the study. At this time, the study has not been completed. However, it may be completed at a future time.
ContributorsKunst, Jessica (Author) / Hernandez Ruiz, Eugenia (Thesis director) / Belgrave, Melita (Committee member) / School of Music (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05