Finally, Genn and others criticized the institutions themselves. They found that there were barriers in many institutions that impeded interdisciplinary development between law and other disciplines. They spoke of a kind of Victorian hierarchy of knowledge within the law, and in institutions where the law had worked in an interdisciplinary way, it was motivated by managerial or financial considerations rather than an underlying desire to broaden the discipline. Until relatively recently, there was no real incentive within the meaning of the RAE for lawyers to work in an interdisciplinary manner. A brief example of the use of existing civil law data – the Scottish Crime and Justice Survey, one of the largest social surveys conducted. At the moment it`s every two years in Scotland, but hopefully they will do it again every year. There are data worth four years, from 2009 to 2012, covering only about fourteen thousand cases, and they covered a large number of issues relating to disputes and dispute resolution, living conditions at home and family, health and well-being, money and finances, and fair treatment, and there are a number of follow-up questions where people are asked. which was the result of the situation. Whether they use a solution method and what it was, if they were satisfied with it, what resources and advice were available to them, and if they did not find a solution, there are also questions about that. SM: I think it`s improving, funding agencies like ESRC have put a lot of pressure on institutions to ensure that their PhD students acquire a wide range of research skills.
There are still plenty of opportunities for these students to decide whether or not they have quantitative skills. For example, if you go to the United States, all of your students will have some level of quantitative training, not all of them will focus on the advanced ending, but they will all be able to do numbers to some extent. The same is not true for Great Britain. I think quantitative education is more provided, it is uneven across institutions, some institutions are better than others, but it is recognized that it is important, and it is offered to doctoral students. Whether they take it or not is another matter, and again, it boils down to supervisors who are not quantitative themselves who do not appreciate the value of having some sort of wide range of research skills. More recently, ESRC, the British Academy and the Nuffield Foundation have funded a number of centres of excellence in undergraduate teaching using quantitative methods. They want to fund about fifteen centres across the UK, which will probably go to the usual suspects that I suspect, but the decision on this has not yet been made, the applications are currently with the donors. But it is recognized that even concentrating your resources at the postgraduate level does not encourage enough social scientists to take advantage of the wide range of educational opportunities. The demographic review of the UK social sciences mentioned earlier in this passage had not only highlighted the lack of empirical research skills among lawyers, but had also found that advanced quantitative methods were a problem throughout the UK. And after this report, funders such as the ESRC, the Nuffield Foundation and the British Academy began injecting a large amount of funds and investments into projects focused on quantitative methods. So there is a lot of funding, and things have started to move.
Kuwait is a member of the United Nations (UN) and has signed and ratified the UNCAC. Thus, Kuwaiti policy is obliged to transfer the policy adopted by the international community through these international anti-corruption instruments. Moreover, with regard to this book, which deals with a global and sensitive phenomenon (corruption), Kuwait is likely to face external pressures that may inspire or even force a national decision-maker to adjust its policies so that they are consistent with those of the global community.
