Improving suicide risk assessment in a managed-care environment

This article describes the quality improvement intervention of a managed behavioral healthcare company to improve the quality of suicide risk assessments by its panel of providers. At-risk cases are identified by the patient's self-reported high frequency of suicidal ideation on a standardized outcome measure. Clinicians also assess severity of suicidal ideation based on clinical interviews. The clinician's assessment is identified as probably erroneous if the patient report indicates a high frequency of suicidal ideation and the clinicians assessment of suicidal ideation is none. The article describes the methods used to encourage clinicians to utilize information from the patient self-report measure as part of the clinical assessment. Probable suicidal ideation assessment errors were subsequently reduced by 29% over a 1-year period of administration.     

Islamist Political Orientations among Central Asian Youth

Abstract

There is a widespread fear that Islamist and ‘extremist’ orientations are gaining strength in Central Asia, particularly among younger people. This article, examining data from a 2011–2012 survey in the region, finds little evidence to support this proposition. While there is sizeable support for some Islamist beliefs, age is not a strong predictor of such orientations. Interestingly, assertions that Central Asian youth are more likely to feel marginalised or dissatisfied with current socio-economic conditions also do not appear to hold. Overall, rural residence and low education stand out as better predictors, with various socio-economic and political assessments having mixed effects.     

MULTI‐LAYERED ACCOUNTABILITY. PERFORMANCE‐BASED FUNDING OF UNIVERSITIES

In most Western countries there has been an increasing demand for new and different types of audit, evaluation and reporting systems that reveal the output of public sector organizations ( Pollitt and Bouckaert 2000 ). Quality assessments have had a profound impact on the funding of university research, most visibly in the UK. However, the relationship between qualitative and quantitative indicators of research performance has been an ongoing source of debate ( Bence and Oppenheim 2004 ). By exploring four different types of accountability relations, this paper investigates different stakeholders' perceptions of whether or not performance funding increases accountability and transparency, and poses the following questions: Does performance funding result in high accountability and high transparency? Does high accountability imply high transparency? Does high transparency lead to low accountability? Three main empirical sources have been utilized: a comprehensive survey of faculty at Norwegian higher education institutions, a stakeholder survey, and data from case studies of four universities.     

Improving Public Service Education Programs through Assessing the Performance of MPA Alumni

Educational outcomes assessment can improve public service education programs. This article applies the Model of Learning Outcomes for Public Service Education which suggest that enabling characteristics—factors that mediate the relationship among immediate, intermediate, and longer term outcomes—can improve our understanding of public service education. A survey was conducted of alumni at The George Washington University in Washington, DC, and the American University in Cairo in Cairo, Egypt. The responses from the two groups of MPA program alumni were striking: curriculum understanding and application were markedly similar, suggesting that this model is appropriate for use in different contexts.     

Understanding Education's Influence on Support for Democracy in Sub-Saharan Africa

Is education consequential for popular endorsement of democracy in developing societies and, if so, what are the mechanisms that account for this influence? We investigate the micro-foundations of the education–democracy nexus using a survey of 18 sub-Saharan African countries. We demonstrate that educational level is the strongest influence on support for democracy and rejection of non-democratic alternatives via its impact on comprehension of, and attention to, politics. This is consistent with a cognitive interpretation of the effects of education on democratic values rather than one which treats education as a marker of economic resource inequalities.     

Organizational reputation and risk regulation: The effect of reputational threats on agency scientific outputs

This article aims to explain the variation in the scientific risk assessments conducted by two regulatory agencies: the European Food Safety Authority (EFSA) and the French Agency for Food, Environmental and Occupational Health and Safety (ANSES). To explain the merits of scientific risk assessments that have caused polarization within the EU, this article draws on bureaucratic reputation theory. The theory argues that regulators are political organizations that are active in protecting their unique organizational reputations. The findings obtained from interviews, direct observations, and primary documents yield support for this framework: depending on reputational threats, agencies choose to emphasize either their role as guardians of the prevailing social values, or send strong professional signals by delivering a scientifically rigorous risk assessment.     

EXECUTIVE EDUCATION FOR STATE AND LOCAL GOVERNMENT: A SURVEY

ABSTRACT

Executive education is a growth industry in the United States. Executive education programs and, more particularly, the variety of teaching techniques they use, promise to be key issues in the field of public administration in as much as they may be precursors of techniques and technology that will be used in more traditional teaching venues. This study reports the results of a survey of executive education programs conducted in 1998 under the auspices of the South Carolina Executive Institute. The survey covered four areas – curriculum, participants, faculty, and program administration. We conclude that the immediate future of executive education likely will be marked by a continuing emphasis on customization, experimental learning, and rigorous evaluation of the results. Two areas in which there are likely to be more significant departures from existing practices in public sector executive education are program alliances and the use of new communications and information technology.     

Who Gains More from Education? A Comparative Analysis of Business,Farm and Wage Workers in India

The economics literature on returns to education has focused largely on wage workers, thereby ignoring a sizable section of the workforce which is self-employed. This paper presents the estimates of private returns to education for business, farm and wage workers in India using a nationally representative household survey. The paper addresses the sample-selectivity issue arising due to endogenous sector allocation in the earnings equation using the multinomial-selection approach. Our results show that the average rate of return to education is higher for wage workers followed by business and farm workers. Focusing only on wage workers would provide an overestimate of returns by 30 per cent for business workers and by 40–50 per cent for farm workers. Further, the profile of returns across the education ladder varies perceptibly for the three type of workers with higher education being more rewarding for wage workers.     

ADMINISTRATIVE LEADERSHIP THEORY: A REASSESSMENT AFTER 10 YEARS

A variety of assessments through 2001 discussed the striking neglect of theory related to leadership in public sector organizational settings. For example, Jerry Gabris, Bob Golembiewski, and Doug Ihrke called on the field to ‘improve on the emaciated condition of public leadership theory’. My assessment of administrative leadership soon thereafter, while trying to emphasize a recent uptick in volume, was nonetheless that ‘the needs are great and the research opportunities are manifold’. My relatively negative assessment has been widely cited and needs to be re‐evaluated a decade later since much progress has been made and the research needs have evolved substantially.     

BEYOND THE RULES: THE EFFECT OF OUTCOME FAVOURABILITY ON RED TAPE PERCEPTIONS

The underlying reasoning of much red tape research is that the level of rule burden, in terms of resources expended at implementing and complying with specific rules, is the main driver of red tape perceptions. In this study we challenge this claim and argue that stakeholder red tape perceptions are also affected by the favourability of the outcome. More specifically, if a certain rule or procedure has a positive outcome for a certain stakeholder, then this stakeholder will perceive lower levels of red tape, irrespective of rule burden. Using a survey experiment (n = 81), we show how variations in red tape perceptions are affected in equal measure by rule burden and outcome. We conclude with a discussion of the implications of our findings for red tape scholars, in particular the need to further understand the relationships between red tape perceptions and rule procedures and outcomes.     

Inconsistency between educational attainment and literacy: The case of Russia

From the moment when wide spread of large scale assessments in sociology and economics began, the most commonly used indicators of peoples’ qualifications are the number of years spent in education and the possession of a high school/college/university diploma. But what if these formal indicators are unreliable under certain conditions and do not reflect actual literacy and competency of people? This article, drawing on data from the Programme for the International Assessment of Adult Competencies (PIAAC), questions accuracy of the basic educational indicators in Russia. There is a linear relationship between the possession of a formal graduation diploma and the measurement of PIAAC literacy of the able-bodied population in OECD countries, including the Eastern European ones. However, the analysis shows that in Russia there is an inconsistency between literacy and formal educational status. This fact in itself casts doubt on the effectiveness of formal education indicators in Russia. The social implications resulting from this inconsistency become apparent through an international comparison of research results. These ill effects have been documented in the areas of employment, education and social reproduction and in the social self-awareness of the Russian people.     

Labour Market Impacts of School Expenditure and Class Size: Evidence from China

This study is a first attempt to estimate the impact of school resources on students’ subsequent labour market earnings in China. Combining unprecedented school data from the early 1950s to the 1990s with household survey data in the 2000s, this paper documents that expenditure-per-pupil, a proxy measure of school resources (or quality) has a significant impact on the level of subsequent earnings through its influence on education returns. The positive effect calls for policy intervention aimed at improving education, to be based on the perceived economic return to the quantity as well as the quality components of education.     

Education vouchers: A neglected alternative

The purpose of this analysis is to evaluate the use of vouchers as an education policy alternative. Three alternative education voucher schemes are analyzed according to the following criteria for policy evaluation: economic efficiency, equality of opportunity, equality of outcome, individual freedom, and paternalism. Each of the voucher proposals discussed here emphasizes different evaluative criteria. In determining which of these alternatives might be considered as an education policy alternative, analysts need to be aware of the potential trade-offs involved with each voucher plan.     

A client-community assessment of the NGO sector in Uganda

Using original data from client-community assessments, we examine motivations in the Ugandan NGO sector. In general, client-community satisfaction with NGO interventions is high, even though some NGO staff are viewed as unresponsive, underskilled, or self-serving. We find evidence that NGOs endeavour to redress the balance between rich and poor, although more remote communities suffer neglect, possibly for cost reasons. NGOs are less inclined to maintain a permanent presence in more remote and poorer client-communities, which impacts negatively on their assessment scores. We also find evidence that NGOs too often operate in the same location, resulting in some duplication of effort. Finally, results indicate that community participation enhances satisfaction.     

Sources of Income,Mental Health and Quality of Life in Rural Russia

This article reports on a survey examining sources of income and their effects on the mental health and subjective quality of life of residents in nine rural Russian regions. Using conventional measures of depressed mood and respondents' assessments of the quality of their lives in different domains, the authors find that the emergence of a mixed economy, that generates income from salary and wages and household enterprises, as well as government transfers, has produced differentiation in the subjective psychological as well as material quality of rural residents' lives.     

The Social Outcomes of Education and Feedbacks on Growth in Africa

Most of the effects of education included in the complete model presented here are shown to be consistent with those found in the mainstream of the research on each outcome using microeconomic data. This, however, is a first effort to estimate net education effects more comprehensively, beyond just growth and health effects on other key measures of development in Africa, and also a new view of indirect feedbacks on economic growth and of externalities. After developing the conceptual framework, the regression estimates are presented together with a discussion of the net direct and indirect effects of education on each outcome. These are shown to improve infant mortality, increase longevity, strengthen civic institutions and democratisation, increase political stability, and increase investment in physical capital, which in turn have positive delayed feedback effects on the economic growth process. The effects also lower fertility rates and population growth rates but the latter occurs only after long delays because of the short-term positive effects of education on health. There are significant net education effects reducing poverty, inequality and crime, the latter after netting out negative externalities from growth and white-collar crime. Education effects reducing poverty and substituting skills for extractive exports also contribute to environmental sustainability. Simulations solve the complete model endogenously and iteratively over time for all of the direct and indirect (largely externality) effects. They reveal that indirect feedback effects including those on non-market outcomes are larger than the direct effects. Some effects are immediate, but many of the lags are long. So policy options for a continent in crisis that consider these lags are considered.     

Public Administration Education in South Korea: Developed but Still Evolving

Korean public administration (PA) education has developed substantially since the Second World War in both quantitative and qualitative dimensions, but there is still a considerable way to go with further development. Korean PA education was heavily influenced by the United States for many years, but Korea’s interaction with other parts of the world was relatively limited. This article deals with the following three issues of Korean PA education. First, a historical background of the development of PA as a discipline will be briefly reviewed to provide a comparative sense, followed by an overview of the development of PA education in Korea. After that, the current status of Korean PA education will be examined based on aggregate data, followed by an assessment of the impacts of New Public Management and globalization.     

The determinants of teenage schooling in Jamaica: Rich vs. poor,females vs. males

The belief that schooling is an important way to reduce poverty and increase social mobility has lead to large government‐sponsored investment in education in developing countries. Jamaica has an impressive literacy and primary enrolment rate, yet the ability of its secondary school system to enhance social mobility and reduce inequality is limited. Regression results from a nationally representative household survey show that family background variables (parental education and income) are important determinants of secondary school enrolment, and income is the single most important determinant of enrolment in an ‘elite’ high school, with the impact being twice as large for females. Part of the income effect is shown to represent unobserved community heterogeneity. One conclusion is that the recent ‘cost‐sharing’ education policy of the Jamaican government, if applied selectively to the elite academic high schools, will fall disproportionately upon rich households.     

De-radicalizing Pakistani society: the receptivity of youth to a liberal religious worldview

The reported rise in radicalism among youth in Pakistan since 9/11/2001 has been attributed to religious education in madrasas and schools. However, education in Pakistan is only part of the historical and contemporary forces that contribute to the prevailing exclusivist religio-political discourse. Although most policy papers have recommended a secularization of public education, such efforts by the Pakistani Government have been counterproductive. These efforts by the Pakistani Government to reshape education, with massive funding from international donors, have faced strong opposition and there are signs of psychological reactance as evidenced by even greater levels of religious radicalism among Pakistani youth. The current study suggests a viable alternative for reshaping education in Pakistan. A nationwide survey of educated urban youth (N = 386) conducted by the first author, revealed that when considering radical religious, Western secular and liberal religious ideas, Pakistani youth were overwhelmingly supportive of a liberal religious approach to education that highlights an inclusive Islam emphasizing freedom and compassion. Findings have implications for Government reforms, peace education initiatives and long-term conflict transformation in Pakistan.     

Legislating equity: A comparison of provincial legislation in manitoba and ontario requiring pay equity

A great deal of activity is currently underway in Canada surrounding pay equity. Several provinces have passed legislation requiring some form of assessment or implementation of equity for public and/or private sector employers. However, definitions of what constitutes equity have not been consistent across provinces. Differing provisions have quite different implications for the overall equity of the results. Analysis of these implications are useful for policy makers designing assessments and implementation projects. The paper examines the legislation in Manitoba and Ontario in terms of how each provides for equity. Each piece of legislation contains provisions which may compromise the resulting equity, either in the way gender-domination is defined, the way comparable worth is estimated, or the way equity is achieved. The lessons to be learned (or re-learned) from these provisions are detailed.