GOVERNMENT CONTINUES TO DO ITS JOB. A COMPARATIVE STUDY OF GOVERNANCE SHIFTS IN THE HIGHER EDUCATION SECTOR

Governance in higher education has undergone certain substantial shifts in recent decades. In order to analyse this process from an empirical point of view, a specific understanding of governance, based on the role of the public power in question (state, government or another such power, depending on the context) has been assumed. Changes in systemic governance (and consequently also at the institutional level) are a product in particular of governments' responses to changes in their respective environments. This theoretical assumption, which in this particular study takes the form of a specific typology of governance modes, is employed to analyse those changes witnessed in higher education over the last 20 years. It does this by focusing on four specific national cases (England, Germany, Italy and The Netherlands). The empirical evidence shows that government continues to govern, and has not lost any of its policy‐making power, but has simply changed the way it steers higher education.     

History education in schools in Iraqi Kurdistan: representing values of peace and violence

The Kurdistan Regional Government has implemented a wide range of reforms in Iraqi Kurdistan’s education system since its establishment in 2003. This qualitative study utilises critical discourse analysis to investigate the content of History Education (HE) textbooks (grades five to eight) and to assess how far peace education values and principles have been integrated into the curriculum. The ME’s top-down approach has faced significant resistance from teachers and it fails to consider the importance of hidden and null curricula. It focuses on the history of Iraq, Kurdistan, and Islam, glorifies war, excludes different narratives or interpretations, and fails to foster critical debate or enquiry. The curriculum appears to encourage violence and foster divisions between Muslims and non-Muslims, and the null curriculum is regulated to maintain the dominance of the group in power.     

Explaining Young People’s Involvement in Online Piracy: An Empirical Assessment Using the Offending Crime and Justice Survey in England and Wales

Abstract

The Internet has been widely acknowledged as facilitating many forms of youth offending. Existing research has identified important drivers of young people’s involvement in online crime, yet this has overwhelmingly relied on school or college samples. As such, it tells us little about those young people that have left the formal education system—a group who are more likely perpetrators of juvenile crime more generally. Focusing on young people’s involvement in online piracy offenses, our analysis draws on data from a nationally representative survey of England and Wales to better understand the dynamics of involvement in online crime across the population. We assess the potential overlaps between online and offline offending, the role of differential association and deviancy neutralization techniques in shaping offending behavior, as well as the protective effect of strong family support networks in reducing involvement in piracy. We find that illegal downloaders tend to be young, male, and have a higher number of delinquent friends. We also find that many of these offenders do not confine their offending to online spaces, with involvement in offline property offenses also high among this group.     

The Impact of International Remittances on Child Outcomes and Household Expenditures in Nepal

Nepal has one of the highest ratios of international remittances to gross domestic product in the world. We examine whether the massive inflow of international remittances affects child schooling, child labour and household expenses. Controlling extensively for a host of observed characteristics of households and migrants, and using an instrumental variable approach, this research finds no effect of international remittances on child education or child labour in Nepal. However, it does find a significant increase in non-food expenditures, including education spending, due to international remittances. Despite increased expenditure on child education, educational outcomes are not improving because of international remittances.     

A Clinical Trials Recruitment Education Program for Immigrant Chinese Americans

Abstract

This study was designed to develop and evaluate a community-based education program to facilitate enrollment of immigrant Chinese into clinical cancer screening trials. The program included workshops with culturally tailored health education materials. It was piloted to recruit persons into an ongoing lung cancer screening trial from a senior citizen center in Manhattan's Chinatown and compared with a control program at a second senior center. Survey results from a convenience sample of seniors showed that the workshop raised awareness about cancer screening and clinical trials. However, it did not change attitudes towards cancer screening. The results highlighted prior focus group findings in which factors influencing participation in cancer screening and clinical trials are similar. Important facilitative factors include doctor recommendation, friend/family recommendation, the belief that early detection could “save lives,” no cost, and having an-interpreter.     

The Effect of Sibling Size on Children’s Health and Education: Is there a Quantity-Quality Trade-off?

The quantity-quality trade-off is one important motivation for the family planning policies in many developing countries. In this paper, we examine the effect of number of siblings on children’s health and education in China. We find evidence of quantity-quality trade-off in children’s health but not in children’s education. Our study has three contributions. First, we focus not only on children’s education but also on children’s health, which has received rather little attention in the literature. Secondly, we use a new source of exogenous variation in fertility – variations of the strictness of the One-Child policy across localities in China – to construct instrumental variable's (IV's). Finally, we empirically explore the underlying mechanism of the quantity-quality trade-off, and find supporting evidence for the resource dilution hypothesis.     

School-based linguistic and cultural revitalization as a local practice: Sakha language education in the city of Yakutsk,Russian Federation

In the 1990s, efforts were launched in the Republic of Sakha (Yakutia) in the Russian Federation to support the revival of Sakha (Yakut) language education. This interdisciplinary study examines the evolution of school-based Sakha language education in the city of Yakutsk over a 25-year period beginning with the launching of the first reforms in the 1990s. Language education reform in the capital city has been shaped by a dynamic interplay between federal, regional, and local factors. Grassroots social and cultural activism continues to play a key role in school-based language revitalization in Yakutsk, influencing how policies have been received and implemented at the local level. Local community stakeholders are working together to counteract federal education policies, which direct school resources away from minority language education. This case study shows that the Sakha (Yakut) language revival has taken root in the capital city, and it provides important evidence that civic activism continues to develop in urban areas of the republic.     

Local Governments and Local Elites

Local government reform 2001 is an important part of the Government of Pakistan's programme for democratic renewal. The main feature of introducing the Local Government System was to empower the people at the grassroots level and to transfer power from the elite to the masses. This paper uses councillors‘ data from north-western Pakistan to examine the economic and social status of village representatives. Land ownership, high income, education and political connections increase the chances of election to public office at the district and sub-district level, but do not have much impact at the village level. There is evidence of genuine change at union (village) level as the majority of councillors (65 per cent) at this level belong to low-income group and small landowners. So the system has changed the identity of the locally politically dominant group. But, at the same time, results suggest that while local governments units are helpful in creating spaces for a broader range of non-elite community leaders to emerge, elite control of decision making is pervasive. However, it is expected that the presence of non-elite members in the councils may change the allocation of resources in favour of the disadvantaged group with the passage of time, provided elections to councils are held regularly.     

MPA as management education

The central theme of this article is that we have not adequately addressed the question of teaching management. The academic community has done a better job of preparing persons for technical/professional positions in personnel, budgeting and policy analysis. This failure to address the problem of teaching management leaves students (particularly mid-career students) without a foundation for understanding their role as managers. Given that so many MPA students aspire to be managers, it is time we faced this failure and sought means to correct it.

The article suggests a framework to understand and promote public management education. The central argument is to direct management education toward those factors which reflect the public values which underlie the concept of governance. Toward that end public management education must reflect three elements:

1) the political and ethical foundations of publicness,

2) the examination of the practice of management in public organizations, and

3) the skills needed to accomplish the task of management.

An MPA program should reflect all three of these elements if it is to provide an adequate management education. Nevertheless, it must also be recognized that career-long learning is the ultimate goal. Further, management education is but one task of an MPA program. The development of technical competencies in the other aspects of government, such as in budgeting and policy analysis are similarly important goals for MPA programs. A curriculum that accommodates both the management skills and technical competencies needs of students should be our goal.     

Russian Educational Reform and the Introduction of the Unified State Exam. A View from the Provinces

The introduction of the Unified State Examination (USE) in Russian higher education has been the subject of much debate. One of the primary factors hindering the transition has been ambivalent public and professional perceptions of the effectiveness of the USE in addressing the problems associated with inequalities of access to higher education. This essay contributes to research in this area through a case study analysing the introduction of the USE in Ul'yanovsk Oblast’. It draws on survey data collected from pupils and parents of final year high school students about the USE reforms and explores the reasons why the transition to USE did not proceed as smoothly as its creators might have envisaged. Here the negative perceptions of the high-school graduates and parents reveal that the reforms have been judged to be largely ineffective with regard to reducing the role of material and regional inequalities in determining access to higher education, and in addressing how the differing institutional status of ordinary ‘comprehensive’ and elite, specialised schools continues to create inequalities in access to higher education in Russia.     

Looking for peace in national curriculum: the PECA Project in New Zealand

This is the pilot study for the Peace Education Curricular Analysis Project – a project that seeks to become a longitudinal and global analysis of national curriculum statements for pro-peace values. National education as a system of organized learning can act as a transmission belt – a cultural institution that assigns communal ideals and values and uses pedagogy to echo social standards. As this analysis considers that it is possible to assess non-peace education for peace education qualities, this study analyzed New Zealand’s early childhood, primary, and secondary education curricular statements to ascertain the presence or absence of three elements common in peace education programs: recognition of violence; addressing conflict nonviolently; and creating the conditions of positive peace. The methodologies used in this mixed methods study include directive and summative content analysis. This analysis finds that the curricular statements (2) of New Zealand have made progress to educate students toward peace and non-violence and that in general, the early childhood curricular statement incorporates a greater amount of pro-peace content than the primary and secondary curriculum statement. Opportunities exist to strengthen peace education content in future New Zealand curricular statements.     

Map of Central Asia,Western and Eastern Sectors

After first outlining the notion of anti-Semitism, the predominant survey method used for researching it, and the history of the presence and the current (near) absence of Jews in Poland, this article gives the results of different surveys of various kinds of anti-Semitism in this country, including the authors' own, and discusses the findings of their qualitative study – focus group interviews with members of three different Catholic communities from three different cities. The qualitative study confirmed the hypothesis that imagined and stereotypical rather than real Jews are the objects of modern anti-Semitism in Poland, while real historical and stereotypically perceived Jews are the objects of its religious and post-Holocaust variants. The roots of religious anti-Semitism lie in the not entirely absorbed teachings of the Catholic Church on the Jewish deicide charge. Religious anti-Semitism supports modern and post-Holocaust kinds of anti-Semitism. Modern anti-Semitism is rooted in poor education, lack of interest in the Jewish history of Poland, lack of inter-group contact, and persisting stereotypes of Jews. Among the various Catholic communities of Poles, there are considerable differences in attitudes to Jews. The qualitative study also revealed a methodological deficiency in the standard survey questions intended to measure anti-Semitism, which are sometimes understood as questions about facts rather than about opinions.     

CAN TEACHING BE SAVED?

ABSTRACT

Future generations of professors may be harder to recruit and to retain compared to the current generation of nearly-retired senior faculty. This is especially the case in public colleges and universities. The condition of academic life in public higher education at the beginning of the twenty-first century was not enviable. Decades of sacking and pillaging by external and internal forces have left the professoriat stranded in purgatory, overrun by larger numbers of under prepared students and evaluated by pseudo processes. The professoriat has also contributed to the demise of liberal learning by substituting escapism for scholarship and by rolling over for various forms of coercion and financial seduction.

This essay discusses one person's teaching experience in the context of evolving cultural norms about learning, of professional standards pertinent to teaching, and of the psycho-social consequences for college teachers of the secular anti-intellectual drift in post-literate society. Public college and university teaching in the last decade of the twentieth century, for most workaday faculty not heavily endowed with external research funds or not capable of manipulating endless leaves of absence, has been a voyage of uncertainty. The combined effects of triumphant managerialism, techno-idolatry, political correctness and bureaucratic rationalization have subverted public higher education, and the subversion has occurred with the willing collusion of many “insiders” in the academic establishment. Worse: so engrained is the system of incentives for self-preservation (on the part of administrators and faculty) and evasion of accountability (on the part of students) that the system is unable and unwilling to correct its own dysfunctions. The absence of complaint from the “consumers” of higher education, students and their parents, is not the result of good institutional performance. It is, unhappily, the result of tacit collusion in the willingness to certify mediocrity and call it excellence.

Many volumes would be required to diagnose and prescribe remedies for the entire matrix in which public higher education now finds itself. Space does not permit comprehensiveness here. Instead, I offer admittedly selective perceptions of my own teaching experiences of more than two decades, as related to the problems cited in the preceding paragraph. However, I doubt that it is a singular view. More than a personal cri de coeur, it represents the frustration of a generation of educators who have seen public higher education seduced and sacked by some of the same forces that might have been expected to nourish and protect it: including the educators themselves.

Of course, the cynical saying of one of my colleagues remains true: “Institutions never lose: individuals always do.” And he is right–higher education will endure and prosper, even if those who still remember what education is forare marginalized or driven into another line of work. No one can doubt that American colleges and universities have succeeded as organizationsand in the pursuit of organizational values over the past two or three decades: many are richer, larger, and as marketing savvy as the most endowed Fortune 500 corporation. Whether American higher education still has anything useful to say about American society and culture is another, and more arguable, matter. There is significant risk that institutional value distortion has pushed the critical faculties of students and teachers into a Phantom Zone of indifference or even hostility, relative to what “really” matters to the governing boards and administrations of many institutions of higher learning. The commingling of academic institutional and organizational–corporatist values has another side: it has betrayed many students by asking of them as little as possible, and many professors by rewarding them for their entertainment value.     

Skills,Investment and Exports from Manufacturing Firms in Africa

It has been argued that Africa will not be able to export manufactures as it lacks the necessary skills. This study uses panel data from Ghana to ask how skills have impacted on manufacturing investment and exports in the 1990s. Two dimensions of skills are defined and measure. The first is that observable in the education and experience of the workforce. The second is the underlying efficiency with which the firm operates. The latter is shown to be a significant determinant of both investment and exports. These exports are relatively capital intensive; unskilled labour-intensive exports remain negligible. Possible reasons for these outcomes are discussed.     

Do Formulas Reduce Political Influence on Intergovernmental Grants? Evidence from Tanzania

Sub-national governments usually depend on the central government for a large share of their revenues. Therefore, a fair allocation of intergovernmental grants is essential for financing vital local services like education and healthcare. In Tanzania, and many other countries, regions that are better represented in the national parliament receive significantly more funds than others. Recently, Tanzania replaced the previously existing discretionary method of grant allocation by allocation formulas. We study whether this has reduced the effect of malapportionment on grant allocation. Surprisingly, we find that formula allocation does not significantly change this effect. This has important policy implications.     

Is More Violent Better? The Impact of Group Participation in Violence on Group Longevity for Far-Right Extremist Groups

Recent research has begun to explore the causes of organizational death for domestic far-right extremist groups. An important aspect that has not been examined is whether or not a group's participation in violence influences its longevity. This study addresses this gap in the literature by examining over 400 domestic far-right extremist groups that persisted for varying lengths of time to determine whether or not group participation in violence influences their longevity. Additionally, this study also examines whether a variety of external (environmental) and internal correlates influence the longevity of violent and nonviolent groups differently.     

The role of imprinting on the adoption of diversity management in German universities

This study questions the universal effect of organizational imprinting and argues that the relevance of the imprint differs across organizations' administrative levels. Specifically, this study analyses how institutional founding conditions affect the adoption of diversity management, as a method of responding to increasing institutional pressure to conform to a logic of inclusion and equality in institutions of higher education. Focusing on 112 universities in Germany, results show that the imprint does not affect the adoption of diversity management in general but does so at higher administrative levels. Through a discussion of these findings, this study contributes to a more comprehensive understanding of how imprinting affects organizations. Further, it contributes to a better understanding of factors that influence the diffusion of diversity management in universities.     

In search of identity: Public administration education in taiwan

Education program plays an important part in transmitting public administration knowledge to future administrators. What constitutes the “core” knowledge is presumably determined by societal expectations. Using Public Administration education in Taiwan as an example, this study finds that there exists a “crisis of identity” which concerns the proper role of administrators -- generalists vs. specialists. Public Administration education program in Taiwan, oriented toward a liberal arts education, has failed, according to some, to provide well trained and qualified students for the public services. The current education programs have resulted in a disjointed process in which the diffusion of public administration knowledge is discontinuous.     

Greek-Cypriot teachers’ perceptions of religious education and its contribution to peace: perspectives of (in)compatibility in a divided society

This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term.     

Higher Education in Transition to a Market Economy: Two Case Studies

THE IDEA FOR THIS ARTICLE came from a visit to Tomsk that took place in May 1997. The authors visited the State University of Tomsk, one of Russia's leading universities, with an enviable research record and very good library and computing facilities, and were fortunate enough to be able to interview senior staff of the university concerning their budgets and financial situation. Apparently the situation in Tomsk is not especially bad; indeed it may well be rather better than elsewhere in Russia. In order to have a little basis for comparison and to provide a second case study, we also investigated some aspects of the financial arrangements at the Economics Faculty of Moscow State University. What we learned from these two cases-admittedly far from a representative sample-not only revealed a great deal about the current state of higher education reforms in Russia but also provided a snapshot of the state of Russian economic reforms in general. Hence although this article is partly about Tomsk and Moscow, it is also about these wider issues. In significant respects, Russia remains quite distant from a well-functioning market-type economy, and some of these respects are important for the higher education sector. In a very fundamental sense, one could identify the main source of Russian shortcomings in reforms as a general problem of the state.1 However, this is not the place for a general review of such a major topic. Instead, in this article we focus on a few aspects of Russia's reforms in so far as they affect higher education, namely (1) ownership, property rights and governance issues; (2) funding issues and the state budget; (3) the tax regime and (4) non-functioning of the market economy. In what follows, therefore, we proceed as follows. First we outline some general issues relevant for the reform of a system of higher education moving away from former, Soviet-type structures, focusing on the Russian situation; then we present the case studies of Tomsk and Moscow. The following section examines issues concerning higher education in particular and the reform process more generally, as highlighted in the two case studies and in the light of the above four issues. We end with a short concluding section.