Do Partners in PPPs view Public and Private Management Differently?

Differences between public and private management have been studied extensively by comparing sectors, but not within cross‐sectoral collaborative arrangements. As participants in such arrangements have actually experienced both management styles, examining their perceptions of how these styles differ may contribute innovatively to existing literature. This paper compares such perceptions between public and private sector project members (N = 63) involved in four PPPs in the Netherlands. We assess (1) to what extent and under which conditions these project members view public and private management differently and (2) how they evaluate these differences. By triangulating quantitative and qualitative interview data, we examine Boyne's classical hypotheses and find that more than two‐thirds of the statements making reference to these hypotheses offer support for them; more so, the vast majority of such statements evaluate sectoral differences negatively. Intriguingly, type of PPP is a stronger determinant of perceived differences than the manager's sector of origin.     

School Belonging and School Misconduct: The Differing Role of Teacher and Peer Attachment

The schools-as-communities perspective provides a popular explanation for school-disruptive behavior, stating that interpersonal bonding at school and feelings of school belonging prevent misconduct. In this article, we build on this perspective in three ways. First, we test whether the preventive influence of school belonging acts at the individual or school level. Secondly, we test whether a distinction should be made between the different actors with whom students bond at school, by assessing whether perceived teacher support, school belonging, and peer attachment relate differently to school misconduct. Lastly, the present study investigates whether the associations of bonding with teachers, peers and the school with school misconduct differ by socio-ethnic school context. Multilevel analyses were performed on data from the Flemish Educational Assessment. The sample consisted of 11,872 students (51.4% female) in 85 schools, most of whom were natives (88.8%), with immigrants (11.2%) mostly having Turkish or Moroccan backgrounds (both about 30% of immigrants in the sample), and others Southern-European (16%), Eastern-European (8%), North-African (5%), or other (17%) backgrounds. Results showed that the students’ individual feelings of bonding with peers, teachers and school associate with school misconduct, rather than the overall school cohesion. Results further showed that, while higher perceived teacher support and school belonging related to less school misconduct, higher peer attachment was associated with higher rates of school misconduct. No differences were found by socio-ethnic context. Implications are discussed.     

Beyond deterrent enforcement styles: Behavioural intuitions of Chinese environmental law enforcement agents in a context of challenging inspections

This article extends the study of regulatory enforcement on three levels. First, it separates enforcement style elements during inspections and sanction decision‐making work, creating a more realistic measurement. Second, it focuses on how these elements function in a context where it is hard in practice to achieve deterrence. Third, it assesses how agents view the effectiveness of combinations of style elements in such a context. To do so, it uses survey and interview data with street‐level environmental officials in Guangzhou, China. It finds that the agents studied practise enforcement that goes beyond deterrence and uses education and persuasion more effectively. It finds that the behavioural assumptions of these agents are to a large extent in line with the available regulatory literature, although agents are very unlikely to have consulted such studies. Therefore, the article concludes that law enforcement agents can develop nuanced and appropriate behavioural intuitions through their everyday work experiences.     

Capital and the state system: a class act

This paper is set up as a critique of Alex Callinicos's Callinicos, Alex. 2007. Does capitalism need the state system?. Cambridge Review of International Affairs, 20(4): 533–549. [Taylor & Francis Online] [Google Scholar] contribution, ‘Does capitalism need the state system?’ It challenges his understanding of the relationship between capitalism and the state system and the theory of imperialism, before presenting an alternative view that conceives the connection between capitalism and the state system as embodied in the formation of a transnational capitalist class holding power in an English-speaking, liberal Atlantic core or ‘heartland’, facing a series of ‘contender states’, which developed under state auspices. This constellation has to be analysed in its own right by applying the method of historical materialism to it, rather than confining that method to the analysis of capital and then bringing in state-centric International Relations. Today, the rise of China as the new contender illustrates how the combined process has evolved. The response to China comes from the larger constellation of the West and not just from the United States: the capitalist class acts to ensure the sovereignty of capital in the process.     

Intraindividual Variability in Adolescents’ Perceived Relationship Satisfaction: The Role of Daily Conflict

A daily diary method was used to examine the daily dynamics of adolescent conflict and perceived relationship satisfaction with mothers, fathers, and best friends among a sample of 72 Dutch adolescents (M = 15.59 years). Multilevel analyses revealed that perceived relationship satisfaction with mothers, fathers, and best friends was lower on days on which conflict occurred with mothers, fathers, and best friends than on days on which no conflict occurred. More specifically, perceived relationship satisfaction was highest in a particular relationship on days when no conflict occurred, second highest on days on which constructive conflict occurred, and lowest on days on which unconstructive conflict occurred. Whereas in adolescents’ relationships with their parents, conflict and perceived relationship satisfaction were not found to be related to each other one day later, conflict with their best friends—and especially unconstructive conflict—was found to be related to higher perceived relationship satisfaction one day later.

Konfrontasi and Australia's Aid to Indonesia during the 1960s

This article examines Australia's aid program in Indonesia in the 1960s. With the transfer by the Dutch of West New Guinea to Indonesia in May 1963, the Australian government looked to expand aid to its northern neighbour beyond the Colombo Plan in an effort to cement friendly relations. The events associated with konfrontasi threatened this policy objective. Yet despite Indonesia's belligerent stance, Australia was able to continue its aid program (by supporting the Aeronautical Fixed Telecommunication Network) and to keep the lines of communication with Jakarta open. When konfrontasi ended in August 1966 after regime change in Indonesia, Australia was able to rapidly expand its aid program. This article argues that konfrontasi changed the ways in which Australia's aid program in Indonesia was construed, which in turn contributed to a re‐consideration of the role of aid in Australia's foreign policy more broadly.     

Supplementary vote; analysis, applications, and alternatives

The Supplementary Vote (SV) was invented as a compromise between the two-round runoff system and the alternative vote. This paper shows that in many ways it is not. Under SV voters rank order a limited number of candidates. If one candidate is supported by over 50% of the voters he/she is declared the winner. Otherwise, all but the top two candidates are eliminated from the contest. Then, all second preferences of voters are taken into account. The candidate winning most first and second votes is declared the winner. SV violates fundamental criteria used to evaluate electoral systems and is difficult for voters. The paper discusses an alternative to SV which avoids at least some of its most apparent flaws.     

Taiwanizing female immigrant spouses and materializing differential citizenship

Taiwan holds the Asian record for the proportion of families that involve so-called ‘foreign brides’. Marriage migration has brought close to half a million immigrant spouses into the country over the past decades. Most of these women come from Mainland China, Vietnam, Indonesia and the Philippines. This paper discusses how the Taiwanese state and society have actively pursued the integration of immigrant spouses since 2002, with a set of policies that acknowledge the massive migration of ‘foreign brides’ and the impact of this phenomenon on society. It argues that the attempt to integrate new immigrants is fraught with a discourse that serves to further stigmatize these women, discriminate against them, and, therefore, create an ‘Other’ that is used to erect the ideology of nation-building in Taiwan. The paper provides a critical analysis of policies, academic discourse and NGOs fundraising strategies to show how these institutions reinforce the idea that immigrant spouses are problematic and, therefore, need to be ‘Taiwanized’. This results in a system of differential legal and social citizenship in which immigrant spouses are at the bottom of the social hierarchy in Taiwanese society.     

Stimulating Simulations: Making the European Union a Classroom Reality

This article examines the organization and development of the Mid-Atlantic European Union Simulation Consortium (MEUSC), with special emphasis on linking theory to practice within its simulation program. The MEUSC program, initiated in 1993, brings fifteen colleges and universities to Washington, D.C., each December for an intercollegiate experiential learning exercise on the European Union. During the simulation, students meet with professional diplomats from both the United States and Europe, and they engage in consensus-building activities that mirror the decision-making processes of the EU Commission, Parliament, Council of Ministers, and the European Council. As a result, participants are able to refine and enhance a range of academic and practical skills that are keys for success in today's political and business worlds. The authors of this article make special use of a survey that was undertaken to gauge the impact of the simulation on its participants and, thus, its success as an educational venture.