Congruence between Voters and Parties:The Role of Party-Level Issue Salience

First published online: 25 February 2020The level of congruence between parties and their voters can vary greatly from one policy issue to another, which raises questions regarding the effectiveness of political representation. We seek to explain variation in party–voter congruence across issues and parties. We focus on the hypotheses that (1) average proximity between the positions of voters and the party they vote for will be highest on the issues that the party emphasises in the election campaign and that (2) this relationship will be stronger for niche parties. We test these hypotheses using data on the policy preferences of voters, party positions, party attention profiles and salience on concrete policy issues in four countries: The Netherlands, Ireland, Germany and Sweden. Overall, we find that voter–party proximity tends to be higher on issues that the party emphasises. As these are the issues where parties typically have the greatest policy impact, this implies that the quality of representation is highest where it matters most. There is some limited evidence that the positive relationship between issue salience and proximity is stronger for niche parties. In sum, the quality of policy representation varies strongly with party-level issue salience and to a lesser extent with the type of political party

Follow the foreign leader? Why following foreign incumbents is an effective electoral strategy

Previous research suggests that political parties respond to left–right policy positions of successful foreign political parties (“foreign leaders”). We evaluate whether this is an effective electoral strategy: specifically, do political parties gain votes in elections when they respond to successful foreign parties? We argue that parties that follow foreign leaders will arrive at policy positions closer to their own (domestic) median voter, which increases their electoral support. The analysis is based on a two-stage model specification of parties’ vote shares and suggests that following foreign leaders is a beneficial election strategy in national election because it allows them to better identify the position of their own median voter. These findings have important implications for our understanding of political representation, parties’ election strategies, and for policy diffusion

The Forgotten Side of Partisanship: Negative Party Identification in Four Anglo-American Democracies

Early studies of electoral behavior proposed that party identification could be negative as well as positive. Over time, though, the concept became mostly understood as a positive construct. The few studies that took negative identification into account tended to portray it as a marginal factor that went “hand-in-hand” with positive preferences. Recent scholarship in psychology reaffirms, however, that negative evaluations are not simply the bipolar opposite of positive ones. This article considers negative party identification from this standpoint, and evaluates its impact in recent national elections in Australia, Canada, New Zealand, and the United States. Our findings highlight the autonomous power of negative partisanship. They indicate as well that ideology has an influence on both positive and negative partisan identification

Is the left-right scale a valid measure of ideology? Individual-level variation in associations with "left" and "right" and left-right self-placement

In order to measure ideology, political scientists heavily rely on the so-called left-right scale. Left and right are, however, abstract political concepts and may trigger different associations among respondents. If these associations vary systematically with other variables this may induce bias in the empirical study of ideology. We illustrate this problem using a unique survey that asked respondents open-ended questions regarding the meanings they attribute to the concepts "left" and "right". We assess and categorize this textual data using topic modeling techniques. Our analysis shows that variation in respondents’ associations is systematically related to their self-placement on the left-right scale and also to variables such as education and respondents’ cultural background (East vs. West Germany). Our findings indicate that the interpersonal comparability of the left-right scale across individuals is impaired. More generally, our study suggests that we need more research on how respondents interpret various abstract concepts that we regularly use in survey questions

With or without force? : European public opinion on democracy promotion

A Large part of the education provided at colleges and universities of today requires for thestudent to be more independent in their studies. This demands that the physical space,where the students choose to study, is designed in a way that can encourage and supportlearning. It seems as though that many of the learning spaces of today don’t always meetthe students’ needs. The university library at the University of Umeå is currently planningto design new learning spaces for the students. The aim of this study is to examine how thephysical learning space can be designed to engage and encourage the students in theirlearning process. Based on literature describing learning spaces we have initially identified three mainareas to examine- Learning, Information Technology and Learning space design. Theseareas are all important features in the design of new learning spaces. With informationdrawn from that literature we conducted an empirical study at the library of the Universityof Umeå. The empirical study was carried out through observations and focus groupinterviews. To give us more insight about the students’ thoughts about the learning spacewe also compared our findings with a survey conducted by the library personnel in 2008and 2010. The result of our study shows that there are some areas to be improved in theexisting learning space. The students are working more collaboratively which requiresmore group areas. Our study also shows that flexibility, more student interaction and asocial and engaging environment are all important features in the design of new learningspaces