As the world becomes a more interconnected place, sport has become a cultural sphere in which localities, regions, and nations meet to compete individually or as teams for prizes ranging from simple peer recognition, health, and fitness to celebrity status. Yet there is a darker side to sport. Highly visible scandals and allegations of corruption mean that the results of sporting competition are brought into doubt on an ever-increasing basis.

This course will introduce students to the multifaceted nature of corruption in sport and to useful theoretical approaches to analysing the phenomena. For example, theories of organisational culture provide a framework to explain why corruption occurs in one team, club, league, or sport and not another. Situational crime prevention theory will guide thinking about corruption prevention. On completion, students will have the academic skills to critically analyse the phenomena by synthesising a variety of disciplinary approaches to this issue and show them that sport is now so much more than just a game.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. evaluate and compare the utility of different disciplinary approaches to the study of corruption;
2. describe how corruption in sport differs from corruption in other sectors;
3. compare and analyse corrupt conduct in different professional and amateur sporting contexts;
4. develop practical and policy oriented recommendations to counter corruption in different sporting contexts; and
5. explain how different opportunities and structure influence the degree and acceptance of corruption in sport.

Research-Led Teaching

Individual presentations will involve web-based research into the transparency and accountability structures of National Sporting Organisations (NSOs). The work produced by students may be incorporated into a larger Australia/New Zealand research project. Student contributions will be appropriately acknowledged.

Field Trips

There are no organised field trips, However, students are encouraged during non-tutorial weeks to go to professional and amateur sporting events. At these events, they should look out for actual or potential integrity violations.

Recommended Resources

Whether you are on campus or studying online, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

USING AI in CRIM3002

Students can use their preferred AI, or Copilot Enterprise (formerly known as Bing Chat Enterprise), which is available for ANU staff and students by signing in with an ANU staff account. The ANU is currently limited to 30 questions per day, and 2000 characters per question. The main benefit of using CoPilot with an ANU account is that personal and company data is protected.

Academic Integrity Statement: Students are responsible for the work they submit – if AI hallucinates a reference, copies another’s work etc. you are responsible. Normal Academic Integrity processes will be applied.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Week 1 – The Sociology of Sport  (22-26 July)Pt I - Course overview, expectations, introduction to staffPt II - The Modern Olympics and the sociology of sport In the developed world, every weekend millions of people attend sporting events as participants, spectators, officials, administrators, parents or in a multitude of other roles. While organised sporting competition has existed since the ancient times, in the past two centuries it has developed into a significant part of daily life for many. Since the advent of radio, television and the internet, sport has become even more accessible at a global level. In week 1, we begin with an introduction to the course and expectations for students and then examine the sub-discipline of sport sociology and the rise of the modern Olympic Games as a globalising movement among amateur athletes.	There is a tutorial in Week 1. This tutorial covers some important information on the assessments for the course.
2	Week 2 - Professionalizing sport, or corrupting sport? (29 Jul - 2 Aug)Pt I – Cricket – Gentlemen and players – the rise of the professional athletePt II - Baseball – White Sox - A historical perspectiveAs sport became popular in the 19th century, skilled players began to sell their services. Thus emerged the professional athlete particularly in team sport. This change marked the shift to what is understood to be modern sport. For some, professionalization represented a corruption of ‘pure’ sporting competition. Teams no longer necessary reflected the sporting skills and abilities of a town, district or city, teams reflected economic capacity of the owners. In week 2, the course turns toward corruption and how it applies to sport.	Tutorial discussion: Professionalisation, corruption and sociological approaches to sportIndividual presentations (assessment task 3)
3	Week 3 – The Winners (5-9 Aug)Pt I – Cycling – Lance Armstrong – the psychology of winning (at any cost)Pt II - Analysing corruption: Types of corruption; Activities corrupted; Sector; PlaceThe drive to win has blurred the line for individual athletes on what is or is not corrupt in relation to their particular sport. The example of cycling illustrates how the drive for individual achievement can corrupt the key athlete, his/her team, the support personnel and the sport in general. With this as background, week 3 begins to explore a method to analyse sport corruption to improve our understanding of what is happening with a view to finding interventions.	Individual presentations (assessment task 3)
4	Week 4 – The Globalisation of Sport (commercialisation & politicisation) (12-16 Aug)Pt I – Hosting the games I – The Olympics – international relations / prestigePt II - Hosting the games II – The World Cup – foreign bribery and international law: Global architecture of corruption controlThe modern Olympic Games is controlled by the International Olympic Committee (IOC) which is ‘committed to building a better world through sport.’ Since Olympic revitalisation the games have grown in prestige so much so that simply being awarded host rights is interpreted as a marker of having made it as a nation in the modern era. The political significance of the Olympic Games crystalised with the Berlin Olympics in 1936. In more recent decades, the selection of host city is regularly criticised for being a corrupt exercise, the same for Fédération Internationale Football Association (FIFA) and the Football World Cup – do these allegations have substance? What are the preventive measures in place to control IOC and FIFA corruption in the international sphere?	Individual presentations (assessment task 3)
5	Week 5 – Playing to Lose (19-23 Aug) Pt I - Racing - Fine Cotton and the sport of kings – gambling and sport Pt II – Match fixing I – the players – corrupt individualsGambling has long been associated with sport. The thrill of winning a bet can complement a gambler’s satisfaction of knowing her or his team has won. However, corrupting sport is not always about winning, sometimes it is about losing. Like all other forms of sport corruption, the reasons behind corruptly playing to lose vary from case to case. This week begins our closer look at the relationship between sport and gambling and the methods employed by individuals to fix the results.	Individual presentations (assessment task 3)
6	Week 6 – Corrupted Administration (26-30 Aug) (recorded Lecture - no tutorials) Pt I – Match fixing II – the officials – corrupt individuals Pt II - Match fixing III – the administrators – corrupt organizationsMatch-fixing is not always about individual athletes – competitors may try their best and be totally unaware the game has been rigged against them. The lecture for week 6 explores how officials, administrators and those affiliated with sport can change sporting outcomes. While the motivations are often the same, understanding the opportunity structure and the methods available to non-athletes remains essential to developing means to control sport corruption.	No tutorial - Students to work on group presentations and short paper (Due Week 6)
7	Week 7 – Playing to Win (16-20 Sep)Pt I – Drugs in sport I – East German swimmers – Nationalism and corrupt culturesPt II - Drugs in sport II – ASADA and Australian football – local / parochial corrupt culturesWhile professionalization, commercialisation and politicisation are driving forces behind sport doping, it could not happen without the medicalisation of sport. Sport science has evolved to enable humans and animals to incrementally improve on past performances in a continuous chase for new records. The darker side of sports medicine is doping. The response to control doping has been an increasing number of private laws and regulations.	Individual presentations (assessment task 3)
8	Week 8 – Organized crime and sport (23-27 Sep)Pt I – The Major Leagues – serious organized crime and sportPt II - Basketball and brand piracy – transnational crime and responses - InterpolThe financial benefits associated with corrupt sport has long attracted the attention of organised crime. The structure and exploitation of sport by organised crime has evolved from fixing single matches to sophisticated transnational money-laundering, brand piracy and human trafficking. Week 8 investigates the extent to which organised criminal groups are involved in sport and why.	Group presentations (assessment task 2)
9	Week 9 – Controlling corruption in sport (30Sep-4O Oct)Pt I – Referees and other whistleblowers – uncovering corruption in sport (control)Pt II - Paralympics - the simpler games? - You can’t make a rule for everythingIs it all bad, should we give up on sport as a social activity? Of course not, but there are many things that can be done to control corruption and criminality in sport. This week we begin to analyse the tools available to policy makers and sports administrators to control corruption. Some of these have been developed in other fields and require modification for sport. Others can apply immediately. Understanding what to use and when is critical to combatting corruption.	Individual presentations (assessment task 3)
10	Week 10 – outlawed sport, violence and crime (7-11 Oct) Recorded lectures due to Labour Day Holiday Pt I - Billiards – controlling corruption in sport - actions and consequences (control)Pt II - Dogfighting, cockfighting, drag-racing, bare-knuckled boxing and other banned sports – the lure of the illicitThe path to state regulation of sport is a difficult one. Historically, many sports have been outlawed – animal fights, bare-knuckle boxing and the like. More recently, steeple chasing in Victoria has been banned and the NSW premier unsuccessfully attempted to ban greyhound racing. The theme here is often cruelty, but as the NSW case demonstrates, this is not always the most powerful social force. This week looks at the extreme end of state response to sports that have become so corrupt as to be socially unacceptable, yet often persist.	Individual presentations (assessment task 3)
11	Week 11 – The Paid Losers (14-18 Oct)Pt I – Boxing – fixing the fights and fighting the fixersPt II - From hero to zero – sportsmen and crimeLoser, according to the Oxford English Dictionary is defined as:1. A destroyer. Obs.2 a. One who loses or suffers loss.  b. A squanderer or waster (of time).  c. A horse that loses in a race.  d. a bad, poor (or good) loser: a person who loses with bad (or good) grace.  e. An unsuccessful or incompetent person, a failure.3. Billiards. A losing hazard.4. U.S. slang. A convicted criminal, a person who has served a sentence in prison. So two-time (or three-time, etc.) loser, a person who has been in prison twice (or three, etc., times).5. Bridge. a. A losing card.6. Tennis. A losing stroke.When looking at sport corruption, any of these meanings could apply. A corrupt sporting loser has greater motivation to forfeit a competition than the adulation and pride involved in winning. In this penultimate week, we look at the consequences of sport corruption on those found out.	Individual presentations (assessment task 3)
12	Week 12 – The unpaid losers – the Fans (21-25 Oct)Pt I – Disappointing the fans – price gouging, thrown matches, ticket scalpersPt II - Taiwan baseball - voting with their feet – the fans and social movements against corruption in sportIn this final week, we look at sports fans. As a shortening of the word ‘fanatic’, fans can be extremely passionate. With a short documentary for background material, the final lecture explores where fans fit in to the picture of corruption in sport, as victims or participants.	Individual presentations (assessment task 3)Final Essay Due Monday 28 October, 1700 (5pm)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Tutorial Participation (10%)	10 %	*	1,5
Group presentation (10 minutes - 10%)	10 %	*	4,5
Individual Presentation (10 minutes - 20%)	20 %	*	2,5
Short Paper - Desk Review (1500 words - 20%)	20 %	29/08/2024	1,3,4
essay (2500 words - 40%)	40 %	28/10/2024	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

See assessment task 1 and Wattle.

Assessment Task 1

Tutorial Participation (10%)

Student are required to work in tutorial and contribute to group presentations. Student participation includes attendance at tutorials to provide feedback and peer review of individual presentations. Tutorial participation includes completing the set readings each week, contributing to discussions and interacting with the tutor and other students. See Wattle for a rubric on this assessment task.

Assessment Task 2

Group presentation (10 minutes - 10%)

Assessment task 2 addresses learning outcomes 4 and 5. Within a sub-group, students will develop practical and policy-oriented recommendations to counter corruption in different sporting contexts; and explain how different opportunities and structure influence the degree and acceptance of corruption in sport.

Each tutorial will be divided into groups of students with a deliberate mixture of academic backgrounds to enable and encourage transdisciplinary problem solving.

 

·      Each group will prepare a 10-minute presentation for week 8’s tutorial reviewing a variant of sport corruption. Presentations will include:

·      A synopsis of the sport corruption with recent examples

·      A description of the social setting and social issues which could influence the prevalence of the integrity violation

·      Identifying the corruption type/s; what activity/ies were being corrupted, the sports impacted by the corruption and the place/s it occurs.

·      Any associated criminal behaviour

·      A short discussion on different theoretical and/or disciplinary perspectives which could explain the sport corruption

·      What policy response by the sport could alleviate the corruption or criminality

 

Presentations will be timed and groups cut-off at ten minutes to replicate professional conference conditions.

A list of variants of sport corruption and sport integrity violations and an assessment rubric will be included on the Wattle site.

Assessment Task 3

Individual Presentation (10 minutes - 20%)

Background: Assessment tasks 3 & 4 form a mini-research sub-project for the National Sport Integrity Systems – Transparency and Accountability Project, which is a research pilot project involving Dr Tracy Molloy (Auckland University); Associate Professor Catherine Ordway (University of Canberra), and Dr Adam Masters (ANU). The NSIS project explores how national sporting organisations (NSO) manifest their accountability and transparency to the wider community. Understanding how such systems work will enable better responses to corruption and other integrity violations. The project promotes the importance of transparency/accountability in sport integrity systems and reviews the evidence of associated public reporting by Australian and New Zealand NSOs. While the project will focus on the top 5 government funded NSOs in each country, the CRIM3002 cohort will also gather data on other NSOs.

Using AI

For the combined assessment tasks, start with the following prompt:

In a thousand words, explain the accountability practices of [NSO].

From here, you should refine the result – either manually or using AI to an acceptable standard. This would include accuracy of the information provided; active URLs for all references and an appendix which details the prompts given to the AI system to refine your Individual Presentation & Short Paper.

THE PRESENTATION

All students will deliver a 10 minute presentation linked to learning outcomes 2, 4 and 5. Students will present to their tutorial group a brief desk review via an infographic the accountability and transparency mechanisms of a specified NSO.

The presentation needs to explain how the integrity system could be informed by two relevant academic disciplines (e.g. criminology; sociology; psychology; policy studies; political science’ international relations etc.). 

The desk review (short paper) should be built on a response initially generated by artificial intelligence (AI). See above.

The infographic should be tailored to the sport organization that explains their approach to accountability and transparency (examples available on Wattle).

A template in Wattle will guide students toward the sort of information they need to include in their presentation with a pre-formulated AI question. The infographic can be created in any software (e.g. AI, Word, Photoshop, Powerpoint, Adobe Illustrator etc.), however it must be convertible to a .pdf or .docx for loading into TurnItIn with the Desk Review.

A rubric and further information on this assessment task will be provided on the Wattle page.

Assessment Task 4

Short Paper - Desk Review (1500 words - 20%)

Background: Assessment tasks 3 & 4 form a mini-research sub-project for the National Sport Integrity Systems – Transparency and Accountability Project, which is a research pilot project involving Dr Tracy Molloy (Auckland University); Associate Professor Catherine Ordway (University of Canberra), and Dr Adam Masters (ANU). The NSIS project explores how national sporting organisations (NSO) manifest their accountability and transparency to the wider community. Understanding how such systems work will enable better responses to corruption and other integrity violations. The project promotes the importance of transparency/accountability in sport integrity systems and reviews the evidence of associated public reporting by Australian and New Zealand NSOs. While the project will focus on the top 5 government funded NSOs in each country, the CRIM3002 cohort will also gather data on other NSOs.

Using AI

For the combined assessment tasks, start with the following prompt:

In a thousand words, explain the accountability practices of [NSO].

From here, you should refine the result – either manually or using AI to an acceptable standard. This would include accuracy of the information provided; active URLs for all references and an appendix which details the prompts given to the AI system to refine your Individual Presentation & Short Paper.

DESK REVIEW

The short paper is in the form of a desk review. The task should be approached from the point of view of a regulator looking for both accountability and transparency about integrity violations in an NSO. A list of NSOs will be provided. The desk review will compare and analyse the NSO’s accountability and an example of corrupt conduct in the sport’s professional and amateur contexts.

Using one type of corrupt conduct or integrity violation related to the NSO, the desk review needs to explain:

• why the behaviour may occur using theoretical perspectives from either criminology or sociology and another discipline
• the significance of any differences between professional and amateur athletes within the sport when they commit the selected type of corruption/integrity violation
• How the integrity system of the organization has or could respond to the corruption/integrity violation
• Which AI system/s was/were used to develop the paper (commercial name and version)
• How AI was used to develop the paper (included as an appendix listing all refinements and steps taken to ensure validity - not part of the word count)

A rubric and further information on this assessment task will be provided on the Wattle page

DUE: Upload your Desk Review and Infographic into TurnItIn as a single document within 5 working days of presenting. Students presenting after the Short Paper is due should prepare their desk audit beforehand.

Late submission of short papers not permitted without an approved extension.

Assessment Task 5

essay (2500 words - 40%)

All students must prepare an essay of 2500 words (+/- 10%) to answer an essay question. Students must use APA (American Psychological Association) 7th referencing for the essay. The reference list is not included in the word count.

Essay questions Students will develop their own essay questions. Essay questions can build further on any of the other assessment tasks, but cannot be repetitive (do not resubmit previous work). Final questions will be settled by week 6.

AI can be used in the preparation of the essay. An appendix explaining which AI system/s was/were used and how AI was used to develop the essay, including a listing all refinements and steps taken to ensure validity is required. The appendix is not part of the word count.

A rubric and further information on this assessment task will be provided on the Wattle page.

Academic Integrity Statement: Students are responsible for the work they submit – if AI hallucinates a reference, copies another’s work etc. you are responsible. Normal Academic Integrity processes will be applied. The dog wrote my homework is not an excuse.

Late submission of essays not permitted without an approved extension.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Accessibility for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students