Why voluntary municipal merger projects fail: evidence from popular votes in Switzerland

ABSTRACT

What determines the failure of local government amalgamation referenda? Existing research suggests that functional pressures act as a push factor towards local territorial reform, whereas considerations of political self-determination exert a pull effect. However, we know little about the respective importance of these countervailing forces. In this paper, I analyze popular vote decisions on mergers of 541 municipalities involved in 166 different merger projects in three Swiss cantons since the new millennium. The results show that both functional pressures and concerns for self-determination are linked to popular vote outcomes: small municipalities are less likely to reject a merger. Concerns for self-determination matter, but only when the pressures of smallness are not overwhelming: a higher vote share of right-wing parties and a preponderance of other municipalities in the merger coalition increase the probability that voters reject a merger project. This has implications for policy-makers’ strategies when drafting and promoting voluntary local amalgamation reforms.     

Taking cues from the government: heuristic versus systematic processing in a constitutional referendum

Abstract

One of the main criticisms of direct democracy is that it places excessive demands on voters. Are citizens competent enough to vote directly on policy issues? When stakes are high, do citizens mainly follow elites’ signals or do they decide in line with their issue preferences? This article addresses these questions in a multi-method setting by combining observational and experimental data from an original three-wave panel survey conducted during the 2016 Italian constitutional referendum. In particular, Finite Mixture Models are employed to model voters’ heterogeneous strategies of information processing. Findings show that heuristic voting based on government evaluation prevails over policy-related voting. More specifically, less politically sophisticated and partisan voters relied on government assessment as a heuristic, while sophisticated and independent voters based their decisions mostly on their assessment of the reform. Implications for the question of citizens’ competence in direct democracy are discussed.     

Transnational governance of cybersecurity: policy challenges and global inequalities in cyber capacity building

Abstract

Connectivity infrastructure is constantly expanding, increasing internet access across countries, regions and socio-political contexts. Given the fast-changing geography of the internet, there is a growing demand to strengthen cyber capacity beyond national frameworks, in order to develop a transnationally coherent and coordinated governance approach to cybersecurity. In this context, cyber capacity building initiatives are increasingly central in international debates, with the ambition to support countries in the Global South in fostering their cybersecurity strategy from technical and policy perspectives. This article discusses the key factors explaining states’ efforts to enhance their cyber capacity. Based on a cross-national quantitative research approach, the findings contradict international relations (IR)-derived approaches to cybersecurity, which assume that countries develop their cyber capacity according to external security threats, domestic politics or norms. In line with existing research on the role that science plays in policymaking processes more broadly, our results suggest instead that a country’s science and technical knowledge is the most robust explanation for that state’s cyber capacity level. These findings emphasise the need for policymakers to support countries in the Global South in developing their cyber capacity beyond national security paradigms by strengthening education and technical skills in contexts lacking in this resource.     

Sexual abuse by educators: a comparison between male and female teachers who sexually abuse students

ABSTRACT

The study aimed to identify the differences in case characteristics and typologies of female and male teachers who perpetrated sexual abuse on students. Decisions of sexual misconduct reports in England from June 2006 to December 2016 were used. Quantitative and qualitative content analysis was conducted on 20 cases of male and female teacher sexual misconduct (N?=?40). Regarding case characteristics, most were secondary school or college teachers, mid-career, with victims of the opposite sex. For differences, male teachers were older and more likely to have: perpetrated more severe and lengthier sexual abuse and previously received warnings. Interestingly, females and males were similar across the preliminary typology: minimisers and deniers; poor mental health or stressors; and young, early career. However, a fourth group of females emerged: “I was overpowered”. The study furthers the understanding of sexual misconduct by teachers and should assist in the development of policies, guidelines, and legislation around prevention.     

Moderating Effects of Aggression on the Associations Between Social Withdrawal Subtypes and Peer Difficulties During Early Adolescence

Recent research has revealed significant heterogeneity in the peer difficulties associated with social withdrawal subtypes during early adolescence, but little is known about possible sources of that heterogeneity. This study of 194 Indian young adolescents (48% female; 90% Hindu; M age= 13.35 years) evaluated whether the peer adversity related to self-reported social withdrawal subtypes (shyness, unsociability, avoidance) varied as a function of peer-nominated overt and relational aggression, and gender. Regression analyses revealed that overt aggression and gender moderated the pathways between shyness and peer exclusion and peer victimization such that the associations were significant and positive only for boys who were high and girls who were low in overt aggression. Several additional moderator effects were found, including results revealing that relational aggression (in certain cases, in conjunction with gender) moderated the association between: (1) avoidance and peer exclusion and peer rejection, (2) shyness and peer rejection, and (3) unsociability and peer victimization. For adolescents who were average and low in relational aggression, avoidance was positively related to peer rejection, and unsociability was positively related to peer victimization. However, only for boys who were high in relational aggression, avoidance was found to be positively related to peer exclusion, and shyness was positively related to peer rejection. The findings highlight the importance of considering additional individual risk factors in studies of social withdrawal subtypes and point to important differences for young adolescent withdrawn boys and girls.     

Voting Advice Applications and Electoral Participation: A Multi-Method Study

Voting Advice Applications (VAAs) help users casting a vote by offering an explicit ranking of viable options. The wide amount of readily available information provided by VAAs to users has been shown to contribute to reducing the transactional costs involved in gathering relevant political information. Available evidence also supports the idea that VAA users are more likely to cast a ballot in elections as a result. The extent to which electoral participation is caused by using a VAA, however, remains unclear. Against this background, we reassess the mobilizing effect of VAAs by means of a multi-method approach. Our cross-sectional analysis of 12 national election study data sets provides further support to the idea that VAA usage increases users’ chances of casting a ballot in elections as compared to non-users. This conclusion is strengthened by the results of a randomized field experiment conducted in the context of the 2013 Italian parliamentary election.     

How policy instruments are chosen: patterns of decision makers’ choices

Policy instruments are a fundamental component of public policies. Policy instruments are often a result of mediation within the policy design process, whenever decision makers reshape existing instruments without introducing any real innovation. This results in imitation, layering and ambiguity in tool choice selection, and raises the theoretical problem of the logic according to which decision makers choose certain specific policy instruments rather than others. Decision makers may have different reasons for choosing certain specific instruments, although these reasons should be connected to the two main purposes of decision-making, that is, the search for effectiveness and the construction of a shared sense, a common acceptance. Thus, the choice of instruments is a question of potentially conflicting drivers that decision makers have to cope with within a specific decisional situation, when asked to solve those problems that have arisen. This paper examines this question and offers an analytical framework based on the two main factors in terms of which the selection of instruments is channelled and assessed: legitimacy and instrumentality. The boundaries created by how decision makers perceive these two dimensions mean that only four selection patterns can be chosen by decision makers: hybridization, stratification, contamination or routinization.     

A Person-Centered Analysis of Risk Factors that Compromise Wellbeing in Emerging Adulthood

The transition to adulthood is a major life course transition that can pose risk to wellbeing. Research is needed to identify patterns of risk for compromised wellbeing, in order to best identify supports for individuals during this potentially vulnerable transition. The purpose of this study was to identify profiles of risk in an emerging adulthood sample, and to relate these profiles to mental health and subjective and academic wellbeing. Undergraduate emerging adults (N?=?903, 82?% female), aged 18–25 years (M?=?21.14, SD?=?1.75), completed a series of questionnaires about risk factors, mental health, and academic variables. Results from a latent profile analysis identified four distinct risk profiles: Low Risk (76?%), Low Social Support Risk (4?%), Financial Risk (11?%), and Multiple Risk (8?%). The risk profiles were subsequently related to mental health and subjective and academic wellbeing outcomes, using a pseudo-class draws approach. Analyses indicated that the risk-pattern profiles differed in several ways across outcomes. Implications for targeted interventions are discussed.