Trading in Influence: Modus Baru dalam Korupsi Indonesia Tahun 2022 dan Paradoks Kriminalisasi

This study evaluates the handling of corruption cases by the Prosecutor's Office, the Police and the Corruption Eradication Commission throughout 2022 and gives a fair grade (C) with a handling percentage of about 50% of the target of 2,772 cases. A comparative assessment of the last five years illustrates the dynamics of the handling of corruption cases. Quantitative charts highlight trends in enforcement, from the number of cases to potential losses to the state. Mapping corruption cases using the influence peddling mode involves identifying, analyzing, and summarizing patterns. Mapping steps include identification of cases, analysis of characteristics, creation of visual maps, integration of contextual factors, trend analysis, and recommendations. This mapping supports the understanding and formulation of strategies for dealing with corruption cases using the influence trading mode. In 2022, budget abuse dominates, followed by price gouging and fictitious activities. The high prevalence of these three methods indicates a lack of oversight in development and widespread corruption in the procurement of goods and services. Of the 579 cases, 43% involved the procurement of goods and services. Influence trading methods were also identified and used 19 times. The delegation of great authority to regional heads creates bargaining in the promotion and transfer of ASN. The case of buying and selling positions involving Regional Heads and ASN reflects the symbiosis between the two, with greed for power and ASN's desire to obtain immediate positions. The rise in this case is likened to an iceberg phenomenon, with the possibility that many cases have yet to be discovered.

Developing Entrepreneur Capacities Through Higher Education: Learning for Value Creation

In the past two decades, Pakistan had witnessed a whopping rise in number of university enrollments and graduates. Due to lack of absorptive capacity in job market, the importance of entrepreneurship education has been felt more than ever. The focus of this dissertation is to use curriculum laden value creation as a stepping stone to introduce entrepreneurship into universities to o set the e ects credential creep and rising unemployment levels. This issue had been paid scant attention in Pakistani context, which makes it enticing to investigate entrepreneurship as value creation through university based curriculum. The research espouses a qualitative approach to achieve exploratory purpose of research questions through in-depth interviews. Overall, 31 interviews were conducted in full- edged second phase while 06 interviews were done in pilot phase. In absence of a-priori theories, grounded theory is chosen as strategy of inquiry. The analysis is carried out in three phases of open, axial and selective coding with point of theoretical saturation unfolding at 26th interview. The analysis indicates that a social vacuum exists due to prevalent industry and academic dichotomies. It has been learnt that informal learning is important while a wide gulf is ominous in the shape of discrepancies in regards to psychological, managerial and opportunity recognition strategies taught in universities against business practices in vogue. Thendings reveal unstitched academic-industry linkages, silo and immature conduct of operations has long term implications for innovation ecosystem of Peshawar. The misalignment between university and industry manifests itself in paradox expectations where student lament lack of jobs, while industry voices concerns over shortage of talent. Moreover, the societal narrative and discourse is highly inclined to degree as against knowledge seeking. The study concluded that universities in Peshawar are mere teaching universities giving no inputs to government in form of products, processes or policies. The study contributes to practice of understanding a social process of interest by proposing a three-tier, bidirectional framework with paths to infuse entrepreneurship in curriculum on micro, macro and meso levels. On theoretical levels, it extends the existing model on entrepreneurial process through integration of curricular, co and extra-curricular activities to better learn for value creation.