Reading the Ongoing Changes: European Identity

Europeans constituted their post‐Second World War political identities in terms shaped by the Cold War but matters took an unexpected turn when the events of 1989/91 required acknowledgement of the hitherto largely unremarked existence of the project of the European Union. The question of the identity of Europe/Europeans moved into mainstream debate: how can the variety of 'national pasts' be reconciled, how might ideas of Europe/Europeans fit within the range of identities affirmed by Europeans, and can the project present a clear image within the international community? The European Union is the only game in town for Europeans but it is also deficient; reform is made more difficult by the struggle to define the post bloc world: reform for what becomes the issue ‐ upgraded US ally, loose free trade area or federal polity? These are awkward questions but the continent is recovering from the catastrophe of its twentieth century and one can feel optimistic for the future.     

Informelle transgouvernementale Koordinationsnetzwerke der Ministerialbürokratie der EU-Mitgliedstaaten bei einer Regierungskonferenz

We investigate the informal bilateral transgovernmental relations between equivalent ministries of EU member states during the preparation of the Intergovernmental Conference 1996. Starting point of this analysis is the hypothesis of a growing importance of transnational and transgovernmental relations as a cause and a result of European integration. Whereas these proclaimed tendencies have been extensively researched with regard to economic interdependencies and transnational relations of societal actors, networks of the administrative and bureaucratic elites have been rather neglected. Applying diverse concepts of network analysis, we identify the hitherto latent informal network structures of the governments. The overall configuration can be described as a mixture of a centre-periphery structure and cohesive blocks. The gradual center-periphery structure consists of a “triumvirate” of the powerful member states (Germany — France — Great Britain) and smaller states, and is characterized by a clear north-south dimension. The costs of informal coordination are mainly borne by the large member states as well as by “brokers” (Austria, BeNeLux, Finland, Sweden).     

Distributional impact assessments and the record of the Coalition Government: the tyranny of numbers without interpretation

This paper reflects upon the gross discrepancies between the reassurances given in 2010 by the 2010-2015 UK Coalition Government that their budget and welfare cuts would fall ‘fairly’ across the income spectrum, and the reality of what had happened by the end of that government. It asks how the ‘distributional impact assessment’ provided with the 2010 Comprehensive Spending Review could have been so wrong. In seeking to answer this question, types of systematic bias are considered along with a discussion of ‘marginality’ in assessments of impact. Drawing upon the role of ‘power’ in impact assessment, it traces the ways in which methodological assumptions can eclipse the real life effects of policies behind ‘the average’ as well as by the unfair selection of the ‘unit-of-analysis’.     

Eliciting Risk Attitudes in the Field: Surveys or Experimental Methods? An Empirical Comparison in Rural Niger

We compare several risk preference elicitation methods – including incentivised, non-incentivised, and framed methods as well as a traditional Likert survey question – in a developing country and empirically test how well consequent measures of risk attitudes predict risk taking behaviour. We find that Likert scale and non-incentivised framed survey questions are not sufficient substitutes for costlier incentivised methods in rural Niger. Instead, the incentivised framed question works best while a simplified incentivised lottery question works almost as well. More risk and ambiguity averse farmers are less likely to adopt fertiliser microdosing indicating the importance of insurance and strategies to promote learning.