The Transformation of Soviet Industrial Relations and the Foundation of the Moldovan Dniester Republic

The debate about post-socialist internal conflict has overcome the ‘ethnic turn’ and increasingly focuses on actors. For the case of separatism in the Moldovan Dniester Valley, research has highlighted the crucial role of industrial factory directors. These managers mobilised their factories’ employees. To refine the knowledge of how collective conflict actors are formed, this article asks the question: what enabled directors to mobilise ‘their’ workers? The sources show that, on the one hand, the managers’ political power was rooted in typical Soviet enterprise structures; on the other, it was further strengthened by perestroika market reforms and the economic crisis entangled to them. These results suggest that separatist mobilisation and internal conflict were entangled to social transformation and functioned as a catalyst to the process of (re-)distribution of capital and power.     

To address or not to address the violent past in the classroom? That is the question in Côte d’Ivoire

In the aftermath of violent conflict, divided societies have to answer the important question of whether, when and how to address their country’s violent past within their educational system. Whereas some scholars within the field of peace education and transitional justice argue that addressing the violent past in the classroom is important for fostering mutual understanding and empathy among future generations in order to prevent conflict recurrence, other scholars are more sceptical about the need and feasibility of addressing the violent past in schools. They emphasize the possible negative impact in terms of increased tensions within schools and within society more generally. The current paper makes an important empirical contribution to this debate by analysing the views and perceptions on this matter of 984 secondary school teachers in Abidjan, the largest city and de facto capital of Côte d’Ivoire – a country that was recently torn apart by ethnic strife and violent conflict. It emerges that while so far most teachers have shied away from addressing their country’s conflict history in class, it also appeared that many of the teachers were actually in favour of breaking this culture of silence.     

The status of small mpa programs: A commitment to quality,diversity, and uniqueness

Smaller graduate programs in public administration and public affairs represent a significant portion of NASPAA member programs. As a result, decisions by leaders of the profession concerning these small programs must be guided by a comprehensive assessment of their needs as is done with larger MPA programs. The purpose of this research effort is to identify the needs of the small MPA program constituency. A survey of 84 directors of small MPA programs was conducted to define small programs, review NASPAA guidelines and standards and their application to smaller programs, and to address small program involvement in NASPAA governance. The results show a commitment to quality, from these directors, for all programs regardless of size or reputation, and the findings indicate diversity and uniqueness among small MPA programs.     

Job Satisfaction among Primary School Personnel in Madagascar

This article analyses the job satisfaction of primary school teachers in Madagascar. Based on the estimation of multilevel models, low wages and problems getting paid, job insecurity, lack of in-service training, high pupil-teacher ratios, and lack of basic infrastructure and teaching materials are identified as the main reasons for dissatisfaction. Principals’ control of teachers’ activities also adversely affects satisfaction, suggesting that, in Malagasy schools, neither school directors nor teachers have succeeded in adopting organisational cultures based on cooperation among their members. These results are likely to stimulate debates on educational policy, both in Madagascar and in many other developing countries.     

Estimating the Effects of Conflict on Education in Côte d’Ivoire

Abstract

This article evaluates the effect of armed conflict on years of schooling in Côte d’Ivoire. We combine differences in conflict intensity across departments and differences across age cohorts to identify an individual’s indirect exposure to conflict. The difference-in-difference outcomes indicate that the average years of education for a school-going-age cohort is 0.94 years fewer compared to an older cohort in conflict-affected regions. We further use a set of victimisation indicators to identify the direct effect of conflict. Overall, the findings across different models suggest a drop in average years of education by a range of 0.2 to 0.9 fewer years. The estimated effect is larger for males and individuals between 19 and 22 years of age.     

Two Models of Monetary Redress: A Structural Analysis

Monetary redress is a developing area of human rights policy. The article examines how a redress program’s design affects the interests of program applicants. It distinguishes two program models, individual assessment and common experience, and explores their differing effects on applicants’ interests. Analyzing two Irish cases, redress for survivors of the industrial schools and the Magdalene laundries, the discussion is applicable to a wide range of redress programs including those in postconflict, transitional justice, and postcolonial contexts.     

Emerging powers and the UN development system: canvassing global views

The importance of emerging powers in the UN development system is undeniable, but their influence over the shape of the post-2015 agenda is less clear. This article examines recent survey data by the Future UN Development System (funds) Project in order to better gauge the perceptions of the world organisation’s problems and prospects.     

Refugee youth in settlement,schooling, and social action: reviewing current research through a transnational lens

How do refugee youth engage in peacebuilding, civic participation, and social action through their educational experiences? This article draws from transnational frameworks, specifically Ajrun Appadurai’s notion of ‘imagined worlds’ with an emphasis on ethnoscapes as a framework through which to review literature on refugee young peoples’ involvement in peacebuilding, participation, and social action in schools, focusing particularly on experiences from countries of settlement outside of refugee camps. This study examines current literature on refugee youth schooling and social engagement along three main themes: the student, the school, and the wider society. Each section considers the implications of the scholarly literature in a transnational framework, identifying what transnational flows (i.e. people, capital, ideas, media, technology, etc.) and what imagined worlds are reflected in the literature. In conducting this analysis, I aim to dislodge peacebuilding education from spatially fixed contexts of ‘fragility’ that assigns a nation-state as the primary reference point of peace and conflict, to instead examine the transnational nature both of conflict and of the agency that displaced youth can mobilize to transform conflict through peacebuilding.     

Two-dimensional legislative conflict: unique implications for the effectiveness of local councils

ABSTRACT

Organisational scholars argue there are two distinct types of conflict found in the private-sector workplace. One is referred to as task conflict and the other relational conflict. We use their insights to devise our own measures of conflict on local elected councils. As opposed to ‘task conflict’ we use the term ‘policy conflict’ and keep the same nomenclature ‘relational conflict.’ We will contend it is important to not conflate the two. In this work, we test our unique operationalisations of conflict on an established measure of Governing Board Effectiveness. Because of concerns over using the same survey instrument to measure both explanatory variables and the dependent variable we also test our thesis regarding two-dimensional legislative conflict on entirely exogenous measures of ‘healthy cities.’ We find that higher levels of policy conflict comport with good governance outcomes, while relational conflict provides no measurable benefit.     

EVALUATION UNDER CONTRACT: GOVERNMENT PRESSURE AND THE PRODUCTION OF POLICY RESEARCH

Do governments lean on researchers who evaluate their policies to try to get them to produce politically useful results? Do researchers buckle under such pressure? This article, based on a survey of 205 academics who have recently completed commissioned research for government, looks at the degree to which British government departments seek to produce research that is designed to provide ‘political ammunition’, above all making them ‘look good’ or minimizing criticism of their policies. Looking at different stages in the research process – from deciding which policies to evaluate, shaping the nature and conduct of inquiry, and writing the results – the article finds evidence of government sponsors making significant efforts to produce politically congenial results. For the most part, researchers appear to resist these efforts, though the evidence base (researchers' own accounts of their work) suggests that this conclusion be treated with some caution.     

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.     

BRITAIN'S ADMINISTRATIVE ELITE: PERMANENT SECRETARIES 1900–1986

This article is based upon analysis of biographical data of those men and women who reached the rank of Permanent Secretary in the career civil service between 1900 and 1986. Among other matters, the article gives details of the schools and universities attended by Permanent Secretaries, their age on, and mode of, entry to the civil service, and their career pattern within that service, including the number of departments served in, the age of appointment to the rank of Permanent Secretary, and the length of tenure in that role. The evidence shows that for the present cadre of Permanent Secretaries the route to the top has been characterized by inter-departmental mobility, private office service, and experience in the key central departments of the Treasury and the Cabinet Office.     

Museums for peace: agents and instruments of peace education

Although museums for peace claim peace education to be a primary mission, their definitions of ‘peace’ and their aims and practices for peace education vary widely. In this article, we draw from the field of critical museology and the knowledge construction perspective to understand the role of museums for peace in the service of peace education. From the constructivist viewpoint, the museums’ narratives are not objective or historical truths. Rather they are the museum designers’ constructed interpretations of the events, people, and places that are memorialized. The museums’ exhibits, narratives, and programs reflect a wide range of definitions of peace including some which conflict and contradict each other. The variations in defining peace contribute to differences in how the museums view and exercise their role in educating for peace. From this analysis, we observe how contemporary museums for peace can play a significant role in peace education by raising awareness about multiple definitions of peace and by enabling audiences to reflect on, discuss and participate in deliberated paths toward personal peace and cultures of peace.     

The Educational and Professional Goals of International Students in Public Service Degrees

International student enrollment in public service degrees such as Public Administration in the United States has grown rapidly. Harnessing this growth to improve the knowledge and expertise of employees in public service is a vital opportunity. However, our survey of public service schools shows that international students perceive an extensive lack of support with financial and linguistic challenges. Furthermore, schools practice little performance evaluation concerning international student experience. We conclude that schools collect more data on international students and communicate better information about programs to improve services and ensure that students know accurately what to expect from their overseas education.     

Movement decision-making in violence prevention and peace practices

Studying parallels between movement behaviour and violent actions can help understand interdisciplinary possibilities for prevention, intervention, mediation and post-conflict healing. This article explores the role of unconscious and conscious movement decision-making in violent/peaceful interactions. Thematic analysis of interviews was conducted with trainers in dance/movement peace practices working in fourteen countries. The doctoral research sociologically analysed shared beliefs and a framework that was previously applied to work in schools, expanding its potential for new settings and peace contexts. The framework illustrates five stages of decision-making (Flow/Tension, Attention, Intention, Action and Reflection/Evaluation) based on Warren Lamb’s and Rudolph Laban’s systems of movement analysis. Flow/Tension refers to physiological responses to conflict and the regulation of tension, discomfort and breath. Attention involves the development of spatial awareness and awareness of our immediate environment. The Intention stage fosters the capacity for self-evaluation, assertively addressing needs and mitigating ethical pressure. The Action stage involves understanding impulses, commitment and non-action. Reflection/Evaluation promote reflexivity in practitioners and participants and a dynamic evaluation of peace practices. By analysing contributions of dance/movement to peacebuilding, this article introduces a much-needed focus on the body in conflict and inform interpersonal and intergroup conflict interventions by educators, therapists and peace practitioners of all fields.     

Social Inequality and Assessments of Democracy and the Market: Evidence from Central and Eastern Europe

Considerable comparative scholarly attention has been paid to various aspects of mass support for democracy and the market. However, despite strong theoretical suggestions of a linkage, little is known about the impact of social inequality on this support. We address this issue using evidence from mass surveys undertaken in 12 post-communist states in 2007, supplemented by country-level data about economic and political performance. Specifically, we investigate whether social inequality generates negative perceptions that democracy and the market will lead to social conflict and if it increases support for anti-democratic forms of governance. Notably, we find little link between citizens’ expectations of social conflict and national-level indices of income inequality. However, we do find a link between perceptions of the extent of social inequality and expectations of market-generated—but not democracy-generated—conflict. Underscoring these positive and negative findings, perceptions of social inequality are also clearly consequential for support for ‘strong-hand’ economic government but not for anti-democratic leadership.     

Corporate Social Responsibility,Public Service Motivation and Organizational Citizenship Behavior in the Public Sector

This article examines the mediating role of public service motivation (PSM) on the relationship between employees’ perceptions of corporate social responsibility (CSR) and organizational citizenship behavior (OCB). A sample of employees working in public sector banks in Egypt completed a structured questionnaire comprising of questions regarding CSR perceptions and PSM. Immediate supervisors rated the OCB of employees who responded to the survey. Results reported in the paper found the following: a) Employee perceptions of both internal and external CSR had a positive influence on the development of employee desire to serve the public; b) PSM partially mediated the relationship between internal CSR perceptions and employee OCB; c) PSM fully mediated the relationship between external CSR perceptions and OCB. This study extends current knowledge of the theoretical foundations surrounding CSR at the individual-level of analysis and offers practical implications by stressing the importance of employee desire to serve the public.     

Examining the Effects of Race/Ethnicity and Race Relations on Public Opinion about the Overrepresentation of Black People in U.S. Prisons

ABSTRACT

The purpose of this study was to determine whether persons of different racial/ethnic backgrounds differ in their perceptions of the role racial discrimination plays in the overrepresentation of Black people in the U.S. prison system. The paper also tested the gradient hypothesis of comparative conflict theory, which predicts Black people perceive the greatest amount of racial discrimination, followed by Latinx and white people, respectively. This study also tested whether perceptions of race relations between Black, Latinx, and white people influenced the role participants thought racial discrimination played in Black people’s overrepresentation. Nationally representative Gallup Poll data were used. Results partially supported the gradient hypothesis. Black people were more likely than Latinx and white people to perceive racial discrimination to explain Black people’s overrepresentation in prison, but Latinxs’ views did not differ from whites’. Participants who perceived poorer relations between Black, Latinx, and white people were more likely to consider racial discrimination to explain Black people’s overrepresentation. Findings suggest Black people and those who perceive poorer race relations are most likely to support criminal justice reform efforts aimed at reducing racial disparities in the criminal justice system.