A little while ago, in a post reflecting on the role of academics in the anticorruption movement, I noted the distinction between anticorruption classes that focus on “teaching of skills” (helping students become effective lawyers, policy analysts, critical thinkers, etc.) and “teaching of values” (using education to inculcate anticorruption norms and reduce cultural tolerance for corrupt activities). In this post I want to pick up on that latter theme, which has become increasingly important to anticorruption activists and policymakers. Fighting the “culture of corruption,” many have persuasively argued, requires not just changing incentives and formal institutions, but also changing norms and values. And one way to change values may be through education–not only formal classroom education at all levels, but other forms of educational campaigns. For example, many attribute the success of Hong Kong’s Independent Commission Against Corruption not only to its law enforcement efforts, but to its broad-based educational campaigns to change the attitude of the Hong Kong population. Many countries have tried to emulate some version of this broad-based “anticorruption advertisement” campaign, and there are at least anecdotal examples of such programs making a difference (though not, to my knowledge, and rigorous assessment through something like a randomized controlled trial).

But these sorts of education efforts, if not carefully designed, can prove not only ineffective, but counterproductive. I recently came across a very nice analysis by the political scientist Frederic Charles Schaffer making this point, drawing on a detailed case study of anti-vote-buying campaigns in the Philippines, and to a lesser extent in Thailand. (I haven’t yet had a chance to read Professor Schaffer’s 2008 book, The Hidden Costs of Clean Election Reform, but I gather it goes into much more depth and discusses a range of other issues and countries as well.)  The paper is from 2005, so it’s possible some of the specific examples and criticisms might no longer be apt, but my sense is that the larger points are still highly relevant, and quite important to anticorruption reformers who want to use mass education/advertisement campaigns to change citizen attitudes and behaviors toward corrupt practices. I won’t try to summarize all of Professor Schaffer’s nuanced account, but here’s what I take to be the essential argument: Continue reading →