Explaining Electoral Violence in Serbia: fsQCA Analysis of Contentious Behavior in the Electoral Arena

The article focuses on an analysis of incidents of electoral violence in Serbia in the period of 1990–2014. The main objective is to identify potential sources of contentious behavior in the electoral arena and, using a fuzzy set qualitative comparative analysis (fsQCA), to select potential causal paths that can explain it. Theoretical discussion combined with the original data collected from OSCE monitoring reports open a space for the systematic assessment of the explanatory power of various arguments concerning electoral violence while discussing its sources and logic. The fsQCA analysis identifies two causal paths that explain the occurrence of the phenomenon in the country covering Milo?evi? and the post-Milo?evi? era.     

India,Pakistan, and the Kashmir dispute: unpacking the dynamics of a South Asian frozen conflict

Asia Europe Journal - The Kashmir dispute between India and Pakistan remains at the core of one of the most intractable conflicts in modern history. This article provides a plausibility probe into...     

Improving the Community College Transfer Pathway to the Baccalaureate: The Effect of California's Associate Degree for Transfer

The transfer between two-year and four-year colleges is a critical path to baccalaureate attainment. Yet students face a number of barriers in transfer pathways, including a lack of coherent coordination and articulation between their community colleges and four-year institutions, resulting in excess units and increased time to degree. In this paper we evaluate the impact of California's Student Transfer Achievement Reform Act, which aimed to create a more seamless pathway between the California Community Colleges and the California State University. We investigate whether the reform effort met its intended goal of improving baccalaureate receipt, and greater efficiency in earning these degrees, among community college transfer students. We tease out plausibly causal effects of the policy by leveraging the exogenous variation in the timing of the implementation of the reform in different campuses and fields of study. We find an overall positive effect on bachelor's degree attainment. This increase is driven entirely by increased transfer rather than an increased probability of earning a BA/BS conditional on transfer. We find only suggestive evidence that the policy led to greater efficiency (i.e., fewer units at graduation) in BA/BS receipt for transfer students. These findings are broadly consistent across student subgroups.