The Effectiveness of Inputs in Primary Education: Insights from Recent Student Surveys for Sub-Saharan Africa

With SACMEQ and PASEC there are now two large data bases available on student achievement, socio-economic background and school and teacher characteristics in both anglophone and francophone sub-Saharan Africa. A joint analysis of PASEC and SACMEQ in a common education production function framework allows us to estimate the impact of educational inputs on student achievement in 21 sub-Saharan African countries and to compare our results with those of earlier empirical studies for education systems in Africa and other world regions. In our analysis we focus on school equipment, teacher quality and class organisation. The issue of teacher and student incentives cannot be adequately addressed with the given data. Our results are based on a traditional retrospective analysis of student achievement in PASEC and SACMEQ countries. In contrast to the ‘nothing works’ result from most industrialized countries' studies we find robust positive correlations of achievement test scores and the possession of textbooks and negative correlations with teaching in shifts. The most striking result is the weak or even absent correlation of achievement test scores and teacher education and professional training. However, some differences between francophone and anglophone education systems can be observed in this context if differences in the sampling methodology are duly taken into account.     

Fostering management education to deter corruption: what do students know about corruption and its legal consequences?

This article analyses the current knowledge about corruption and its legal consequences among university students. Based on data from 1,511 undergraduate and graduate students from all academic disciplines at four major universities in the German-speaking part of Switzerland, it appears that the majority of students have difficulty identifying corrupt behaviour and its legal consequences. Law students achieve slightly better results. However, even law students demonstrate a significant lack of knowledge of corruption issues. In particular, most of the students are unaware that corruption that occurs abroad can also be prosecuted in Switzerland. The limited knowledge among students regarding corruption and its legal consequences as identified in this study suggests that the teaching and study of anti-corruption-related subjects should be better integrated into the curricula of universities and business schools.     

Visualization of bridging veins by means of postmortem computed tomography

At autopsy, visualization of lesions of the bridging veins, a frequent source of subdural bleeding, is difficult due to their anatomical localization. On the other hand their demonstration is of great importance for the assignment to a chronologically defined trauma. For this reason a postmortem method using computed tomography was developed to visualize the intracranial venous system by means of X-ray contrast media. In subdural bleedings, in which the skull had not been opened up, ruptured vessels could be accurately localized with this method, so that targeted dissection was possible during the subsequent autopsy.     

Offline and Online Civic Engagement Among Adolescents and Young Adults from Three Ethnic Groups

Levels of civic engagement are assumed to vary according to numerous social and psychological characteristics, but not much is known about online civic engagement. This study aimed to investigate differences and similarities in young people’s offline and online civic engagement and to clarify, based on Ajzen’s theory of planned behavior (TPB), associations between motivation for civic engagement, peer and parental norms, collective efficacy, and civic engagement. The sample consisted of 755 youth (native German, ethnic German Diaspora, and Turkish migrants) from two age groups (16–18 and 19–26; mean age 20.5 years; 52 % female). Results showed that ethnic group membership and age moderated the frequency of engagement behavior, with Turkish migrants taking part more than native Germans, who were followed by ethnic German Diaspora migrants. Analyses based on TPB showed good fit for a model relating intention for offline and online civic engagement to motivation for civic engagement, peer and parental norms, and collective efficacy. Ethnic group moderated the findings for offline civic engagement and questioned the universality of some model parameters (e.g., peer and parental norms). This study showed the utility of the TPB framework for studying civic engagement but also reveals that the predictive utility of peer and parental norms seems to vary depending on the group and the behavior under study. This study highlights the importance of including minority samples in the study of civic engagement in order to identify between-group similarities and differences.     

Getting Down to Basics: A Situated Model of Conflict in Social Relations

The field of conflict resolution is fractured. Despite many decades of fine research, we still lack a basic unifying framework that integrates the many theories of conflict dynamics. Thus, the findings from research on conflict are often piecemeal, decontextualized, contradictory, or focused on negative outcomes, which contributes to a persistent research‐practice gap. In this article, we describe a situated model for the study of conflict that combines separate strands of scholarship into a coherent framework for conceptualizing conflict in dyadic social relations. The model considers conflict interactions in the context of social relations and employs prior research on the fundamental dimensions of social relations to create a basic framework for investigating conflict dynamics. The resulting model is heuristic and generative. We discuss the theoretical context and main propositions of this model as well as its implications for conflict resolution practitioners.     

The Legitimacy Audience Shapes the Coalition: Lessons from Afghanistan, 2001

ABSTRACT

Legitimacy considerations profoundly affect coalition-building strategies for contemporary military interventions. However, the nature of this impact depends on which of three distinct legitimacy audiences intervening governments are most concerned about: their domestic publics, the international community or the host-country population. Intervening actors typically value all three audiences, but may be more confident of some audiences’ approval than of others’. Moreover, these audiences may raise divergent demands regarding coalition design, each entailing distinctive strategic, operational and/or political costs. Intervening actors therefore make strategic choices about how to adjust their coalition, including which legitimacy audience to prioritize. Juxtaposing the two Western-led coalitions deployed to Afghanistan in 2001 highlights how profoundly such choices affect coalition design – and what unintended longer-term consequences they can have.     

Satisfaction with and Success of Employee Training from a Public Service Motivation Perspective

New public management requires modernization processes, including modern human resource practices, to enhance public sector performance. According to human capital theory, well-qualified and highly motivated public sector employees improve institutional performance; this study investigates the extent to which employee training as human resource practice can enhance one component of employees’ public service motivation (PSM), namely public interest, and their competencies as employee outcome. We examine public interest as a mediator or a moderator of the relationship between satisfaction with employee training and the resulting competence gain. The findings indicate a positive direct effect of satisfaction with employee training on competence gains and a mediating effect of public interest.