Performance Indicators in Academia: An X‐Efficiency Approach?

This article utilises three different perspectives to evaluate the uses of performance indicators in Australian higher education: federalism, neoclassical economics and X-efficiency theory. The introduction of performance indicators by the Commonwealth government is associated with providing the most efficient path for the allocation and distribution of scarce resources in higher education (neoclassical economics), increasing its control over the universities (federalism theory), and applying pressure to them and in turn their academic members to increase their effort levels (X-efficiency theory). X-efficiency theory is proposed as a possible model to support and inform efforts to better understand and improve the operation of performance indicators.     

Explicating Acculturation Strategies among Asian American Youth: Subtypes and Correlates across Filipino and Korean Americans

Acculturation strategy, a varying combination of heritage and mainstream cultural orientations and one of the significant determinants of youth development, has been understudied with Asian American youth and particularly at a subgroup-specific level. This study used person-oriented latent profile analysis (LPA) to identify acculturation strategy subtypes among Filipino American and Korean American adolescents living in the Midwest. Associations between the subtypes and numerous correlates including demographics, family process and youth outcomes were also examined. Using large scale survey data (N?=?1580; 379 Filipino American youth and 377 parents, and 410 Korean American youth and 414 parents; M_AGE of youth?=?15.01), the study found three acculturation subtypes for Filipino American youth: High Assimilation with Ethnic Identity, Integrated Bicultural with Strongest Ethnic Identity, and Modest Bicultural with Strong Ethnic Identity; and three acculturation subtypes for Korean American youth: Separation, Integrated Bicultural, and Modest Bicultural with Strong Ethnic Identity. Both Filipino American and Korean American youth exhibited immersion in the host culture while retaining a strong heritage identity. Although bicultural strategies appear most favorable, the results varied by gender and ethnicity, e.g., integrated bicultural Filipino Americans, comprised of more girls, might do well at school but were at risk of poor mental health. Korean American separation, comprised of more boys, demonstrated a small but significant risk in family process and substance use behaviors that merits in-depth examination. The findings deepen the understanding of heterogeneous acculturation strategies among Asian American youth and provide implications for future research.     

Construct Validity of Adolescent Antisocial Personality Disorder

This study examined the construct validity of antisocial personality disorder (ASPD) diagnosed in adolescence. Boys and girls were grouped by history of DSM-III-R conduct disorder (CD) and ASPD: Controls (n=340) had neither diagnosis; CD Only (n=77) had CD by age 17 but no ASPD through age 20; Adolescent ASPD (n = 64) had ASPD by age 17. The Adolescent ASPD group was then compared to 20 young adult men who met criteria for ASPD (ASPD group). As expected, the Adolescent ASPD group had significantly more depression and substance use disorders, a greater performance>verbal IQ discrepancy, more deviant peers, and poorer academic functioning than the CD Only group and Controls. The Adolescent ASPD and ASPD groups did not differ on most variables. Results support the construct validity of Adolescent ASPD and suggest that such a diagnosis could help identify adolescents at risk for persistent antisocial behavior. Jeanette Taylor is an Assistant Professor at Florida State University. She received her Ph.D. in 1999 from the University of Minnesota. Her research examines biological, cognitive, and environmental influences on personality disorders and substance use disorders. Irene J. Elkins is a Co-investigator at the Minnesota Center for Twin and Family Research. She received her Ph.D. in 1993 from the University of Kansas and is a member of the Society for Research on Psychopathology. Her major research interests include the relationship of personality, ADHD, and antisocial behavior to substance abuse, as well as gene-environment interrelationships. Lisa Legrand is a Research Associate with the Minnesota Center for Twin and Family Research at the University of Minnesota. She received her Ph.D. in 2003 from the University of Minnesota. Her major research interests include gene-environment interplay in the development of externalizing psychopathology. Dawn Peuschold is a Senior Clinical Forensic Psychologist at the Hennepin Country District Court and an instructor at the University of Minnesota. She completed a post-doctoral fellowship in forensic psychology at the University of Massachusetts Medical School after receiving her Ph.D. in clinical psychology from the University of Minnesota. She is interested in risk factors for reoffense in juveniles. William G. Iacono is a Distinguished McKnight University Professor at the University of Minnesota, the institution from which he received his Ph.D. in psychology. He conducts longitudinal studies of adolescent twins and adoptees aimed at understanding the development of adult adjustment and mental health.     

Making just decisions in magistrates' courts

Professional magistrates' sentencing procedures were examined as prototypic cases of expert processes involved in making just decisions, with analysis of their attention to information and the inferences they drew from case details and their own patterned knowledge. Magistrates' sorting and verbalized sentencing of six shoplifting cases revealed that they were accessing and using three schemas for categorizing shoplifters, with different emphases and valences, and different penalties. The schemas categorized shoplifters as cases of greed, need, or troubled persons. Tough magistrates followed the greed schema more than the lenient who followed the need and troubled schemas more consistently. Information use and inferences in a sample case illustrate schema differences.     

Latent profiles among sexual assault survivors: understanding survivors and their assault experiences

Little guidance exists about how to tailor empowerment and resistance sexual assault programming to be responsive to varying groups of women. Using an investigation of 415 college women who completed a self-administered survey about a range of sexually aggressive experiences by a known male assailant, this investigation tested for distinct multivariate profiles of contextual factors among sexually assaulted women to discern how these factors may differentially combine to influence women's vulnerability to sexual assault. We applied latent profile analysis (LPA) to determine meaningful subgroups of women based on interrelationships among factors that contextualize women's vulnerability to sexual assault, including prior victimization, alcohol consumption, relationship expectancies of the assailant, and assertive precautionary habits. LPA established four significantly distinct multivariate profiles of substantively different groups of women. Group difference tests reinforced the findings and aided in group profile interpretations. Implications for the development of tailored resistance and empowerment programs are discussed.     

A research topic in education law and policy: The development of regionalism and federalism in Europe and their impact on educational policy and administration

There has been an “upgrading” of the regional level in the European policy process which also has implications for educational policy and administration. At the same time federalism has become a model not only for nation states but also for the construction of Europe. While regionalism and federalism has attracted more and more scholarly attention there has been a neglect of the implications for the educational field. The article starts by looking for models of regionalisation and federalisation as a legal and political technique of conciliating between the different levels in education. This revised version was published online in August 2006 with corrections to the Cover Date.