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Corruption in Bosnia and Herzegovina's Higher Education

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Corruption in Bosnia and Herzegovina's Higher Education Making of a Voiceless Youth: Corruption in Bosnia and Herzegovina’s Higher Education Amra Sabic-El-Rayess Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Amra Sabic-El-Rayess All rights reserved ABSTRACT MAKING OF A VOICELESS YOUTH: CORRUPTION IN BOSNIA AND HERZEGOVINA’S HIGHER EDUCATION Amra Sabic-El-Rayess This research has analyzed a set of structural elements, procedures, and behaviors within Bosnia and Herzegovina’s (thereafter, “Bosnia” or “B&H”) higher education that have jointly created an encouraging space for the increasing and self-serving utilization of higher education by the country’s post-war elite. Of the particular interest is this elite’s impact on the forms of educational corruption, which have shifted away from standard bribing processes and moved toward more complex favor reciprocation networks. This process has ensured that today’s corruption is perceived as a norm in Bosnia’s higher education. Its prevalence has disrupted existing social mobility mechanisms and created a duality in the social mobility process so that the unprivileged still work hard to obtain their degrees while those with social connections are reliant on Turner’s (1960) sponsorship model. The analysis goes beyond dissecting corruption’s impact on modes of social mobility by redefining Hirschman’s (1970) notions of voice, exit, and loyalty within higher education and expanding his theoretical framework to adequately capture and understand the unique set of coping mechanisms that has emerged within Bosnia’s corrupt higher education. I reinterpret the voice mechanism that Hirschman sees as a political tool capable of bringing about change as, ironically, severely diminished in its power when observed within a corrupt environment. I further reformulate the notion of exit and contextualize it within the corrupt Bosnian educational system by differentiating amongst various types of exit. In the process, the study finds that Bosnian students often remain in the same educational institution despite the high level of perceived corruption. By ignoring their immediate surroundings and rather than departing physically as Hirschman would expect, students choose to exit mentally from the corrupt operational framework in which they continue to function physically . Lastly, with hard-work and morality marginalized, the question remains open on when the youth will push the educational system in Bosnia toward a tipping point, regain their voice, and transform from an indolent mass to an active reformer. Projects requiring greater transparency of the exam and grading procedures, enhancing external support, and providing spaces for disclosure and adequate management of incidences of corruption, when and if detected, would constitute a meaningful starting point that would help incentivize change. In the absence of concern with the current level of educational corruption, however, the dominance of the incompetent elites will only continue to dilute the effectiveness of the aid being poured into the EU’s broader nation-building agenda for post-war Bosnia and Herzegovina. TABLE OF CONTENTS Chapter I – INTRODUCTION ...........................................................................................1 Problem Statement ...............................................................................................................1 Relevance of Research: Educational Corruption in Post-War Bosnia and Herzegovina ....6 Background and Organization of Bosnia and Herzegovina’s Education .................6 Corruption in Bosnia and Herzegovina’s Higher Education ...................................9 Research Questions ...........................................................................................................22 Chapter II – LITERATURE REVIEW ON EDUCATIONAL CORRUPTION ..............25 Facilitators and Manifestations of Educational Corruption ...............................................25 Impact of Educational Corruption ....................................................................................36 Educational Corruption: Ways to Cope through Exit, Voice, and Loyalty .......................46 Chapter III – THEORETICAL FRAMEWORK: EDUCATIONAL CORRUPTION AND ITS IMPACT ON SOCIAL MOBILITY AND COPING MECHANISMS .....................52 The Elite Re-creation and its Relation to Corruption ........................................................53 Sponsored and Merit-Based Mobility: Life on Loan? ......................................................57 Exit, Voice and Loyalty Re-visited ....................................................................................62 Chapter IV – RESEARCH DESIGN AND METHODOLOGY ......................................72 Methodological and Analytical Approach .........................................................................73 Rationale for Mixed Methods Framework ............................................................73 Application of Mixed Methods Framework .........................................................76 Rationale for and Application of Logistic Regression ..........................................79 Rationale for and Application of the Content Analysis Method............................97 Sampling Approach ..........................................................................................................99 i Setting ....................................................................................................................99 Sample Structure ..................................................................................................102 Rationale for and Classification of Variable Categories ..........................108 Chapter V – CORRUPTION: ITS PRESENCE, FORMS AND FACILITATORS ........117 Presence of Corruption ...................................................................................................119 Forms of Corruption .......................................................................................................124 Reciprocity of Favors ...........................................................................................129 Diplomas as Credits for War-time Achievements ...............................................134 Facilitators of Corruption .................................................................................................136 Absenteeism of Professors ..................................................................................136 Student Gradebook (in Bosnian “Indeks”) ..........................................................141 Lack of Access to Professors ...............................................................................142 Lacking and Poor Harmonization of Rules, Laws, and Procedures ....................143 Grading Inconsistencies .......................................................................................149 Teaching Inconsistencies .....................................................................................155 Book Purchasing .................................................................................................157 Culture of Fear and Entitlement ...........................................................................157 Chapter VI – CORRUPTION’S IMPACT ......................................................................161 Differential Impact on Ethnicities? .................................................................................164 Ethnicity Base and Expanded Models .................................................................165 Impact of Corruption: Contest versus Sponsored Mobility .............................................169 Hypotheses 1 and 2: Faculty Competence and Upward Mobility .......................170 Hypothesis 3: Effect of Sociopolitical Involvement on Merited Promotion .......177 Hypothesis 4: Student Competence and Upward Mobility..................................182 Impact of Corruption: Horizontal Mobility .....................................................................190 ii Chapter VII – COPING MECHANISMS: VOICE, EXIT, AND LOYALTY ................193 Different Forms of Coping Mechanisms .........................................................................194 Low Voice ............................................................................................................195 Corruption and Exit..............................................................................................197 Mental Exit...........................................................................................................199 Public-Private Crossover and Exit ......................................................................202 Formal Mechanisms of Voice .............................................................................203 EU-nionization Effect: Organizational Change and Corruption ......................................205 EU-nionization Effect and Coping Mechanisms .................................................205 Chapter VIII – CONCLUSION AND LIMITATIONS OF RESEARCH .......................210 Summary of Guiding Theories and Findings ...................................................................210 Policy Implications of the Study’s Findings ....................................................................217 Research Limitations and Agenda for Future Research ..................................................221 BIBLIOGRAPHY ............................................................................................................225
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