The human factor in technology transfer

Over the past thirty years developing countries have imported product and information technologies. Despite receiving billions of dollars in products and information, many third world countries are now poorer than 30 years ago. One possible explanation for the failure of technology to transfer effectively is the human dimension--the threat of that technology to the receiving organization's internal status structure. To increase the likelihood of successful technology transfer the following suggestions are offered: seek alternative problem definitions; allow decisionmaking latitude at the most problematic point using appropriate technology; restructure the system prior to introducing the technology.     

Regulation on coexisting legal and illegal markets with quality differentiation

European Journal of Law and Economics - This paper considers coexisting legal and illegal markets for goods with undesirable consumption externalities, such as marijuana markets. This paper...     

Public Investments in Education and Children’s Academic Achievements

While the benefits of additional schooling in the developing world are widely recognised, the best use of scarce resources to improve academic achievement remains unclear. We compare public investments in school infrastructure, school improvement grants, teacher qualifications, and attendance incentives on independently-gathered measures of academic skills as well as grade progression for 8–11 year olds in India. We match a rich household survey containing a skills-assessment module, the India Human Development Survey (IHDS), with detailed measures of each district’s education resources from the District Information Survey on Education (DISE). We also include border-pair fixed effects to control for unobserved heterogeneity. We find that incentives for children to attend school were associated with arithmetic, reading and writing skills, and grade progression. Investment in teachers were associated with greater probability a child could write and do more advanced math. Small improvement grants to schools were associated with better reading skills and writing ability. Investments in school infrastructure were only associated with improved writing ability.     

Reconciling Expert Advice and Community Opinion in a Local Government Strategic Planning Process

This article proposes that the eventual outcomes of local government strategic policy deliberations can often reflect the interplay between “expert” administrative staff, democratically elected politicians, and the community they jointly serve. A multi-site case study approach, to examine the generation of local government strategy related to a niche economic activity concludes that broadly conceptualized opinion congruence can sometimes be threatened by substantial pockets of stakeholder vested interest. As such, “expert” and “political” opinion reflects a caution based on both historical experience and political expediency; while community opinion displays an optimism based on eager anticipation of an unknown future.     

Actor Fragmentation and Civil War Bargaining: How Internal Divisions Generate Civil Conflict

Wars within states have become much more common than wars between them. A dominant approach to understanding civil war assumes that opposition movements are unitary, when empirically, most of them are not. I develop a theory for how internal divisions within opposition movements affect their ability to bargain with the state and avoid conflict. I argue that more divided movements generate greater commitment and information problems, thus making civil war more likely. I test this expectation using new annual data on the internal structure of opposition movements seeking self‐determination. I find that more divided movements are much more likely to experience civil war onset and incidence. This analysis suggests that the assumption that these movements are unitary has severely limited our understanding of when these disputes degenerate into civil wars.     

Female Survival Calculations in Politically Violent Settings: How Political Violence and Terrorism Are Viewed as Pathways to Life

Evolutionary theory's utility for the study of political phenomena, including war and nationalism, has been demonstrated. However, these studies fail to explain substate violence, including terrorism, and rarely evaluate whether cost-benefit analyses differ for males and females. This article seeks to demonstrate that evolutionary theory provides intriguing insights into two phenomena that observers find difficult to understand: political violence, including terrorism and self-sacrifice in the form of suicide attacks, and female political violence.     

Disclosure strategies among sex offenders: A model for understanding the engagement process in groupwork

Abstract

A key component of the functional engagement of child sex offenders in a group-based programme is the disclosure of certain personal information. Such information is required to be of a type and presented in a way that facilitates open exchange in the group, promoting understanding of the presenter's offence pattern and conveying his sole responsibility for the offending. The model explained in this paper, based on an outcome from a grounded theory study, describes in detail four distinct orientations to such disclosure. Each is associated with a particular style of managing the disclosure encounter. Three of these disclosure management styles can be described as essentially “resistant” in nature, but only one is overtly oppositional. The two other “resistant” styles of disclosure management emerge as more covert and perhaps less readily identifiable expressions of reluctance. The implications of the model for work with this population and in more general settings are discussed.     

Capacity Building for New Parliamentarians: Survey of Orientation and Induction Programmes

This article reports original research which built on conceptual issues previously identified by the authors. A survey of national parliaments sought information on orientation and induction programmes offered to first term members and on members' perceptions of those programmes. An overview of findings is presented and significant issues identified. Most programmes provided passive development through information and a handbook rather than active skill development. Few used training processes and techniques that were based on contemporary adult learning principles. There were sharp divisions over training and development in dealing with ethical issues. The findings suggest considerable potential for the further development of programmes and for sharing information about programmes in order to assist capacity building for parliamentarians and thereby enhance the performance of parliaments and individual members.