Why Underachievers Dominate Secret Police Organizations: Evidence from Autocratic Argentina

Autocrats depend on a capable secret police. Anecdotal evidence, however, often characterizes agents as surprisingly mediocre in skill and intellect. To explain this puzzle, this article focuses on the career incentives underachieving individuals face in the regular security apparatus. Low-performing officials in hierarchical organizations have little chance of being promoted or filling lucrative positions. To salvage their careers, these officials are willing to undertake burdensome secret police work. Using data on all 4,287 officers who served in autocratic Argentina (1975–83), we study biographic differences between secret police agents and the entire recruitment pool. We find that low-achieving officers were stuck within the regime hierarchy, threatened with discharge, and thus more likely to join the secret police for future benefits. The study demonstrates how state bureaucracies breed mundane career concerns that produce willing enforcers and cement violent regimes. This has implications for the understanding of autocratic consolidation and democratic breakdown.     

Lecture Versus Simulation: Testing the Long-Term Effects

Abstract

Active learning techniques are being use with increasing frequency in the classroom and more time is being dedicated to designing and implementing them. However, the literature still suffers from a lack of rigorous empirical methods to test the effects of simulations. Most of the claimed benefits of utilizing simulations, and other active learning techniques, are improved soft skills and higher order thinking like empathy, confidence, public-speaking abilities, and interpersonal skills—all of which don’t lend themselves well to scientific measurement. This gap in the literature is especially troubling considering that time spent using simulations is time not spent using other methods. This article seeks to test the differing impacts of simulations versus traditional lectures over the long-term using a simple 30-minute simulation and rigorous experimental methods. The most important results show that students learn more initially from a lecture, but that students who were exposed to the simulation were better able to retain that information over the long-term.     

Revolutionary challenges to the anarchical society of states

David Armstrong, Revolution and World Order: The Revolutionary State in International Society (Clarendon Press, Oxford, 1993), ix + 328 pp. Index. £37.50.