Rent Seeking and the Common Agricultural Policy: Do member countries free ride on lobbying?

The Common Agricultural Policy is modelled as a club good providing the European Union (EU) farmer with financial benefits. We build an economic model which explains how much farmers in individual EU countries invest in rent-seeking activities in order to test for free-riding behaviour on lobbying costs. For our investigation we group the EU member countries by farm structure, and the type of benefit received. We explain the fees paid by farmers for lobbying by other countries fees, political variables, and country and regional agricultural characteristics. The model shows that some member countries free ride on others. This suggests a form of policy path dependency and leads to a suboptimal investment on lobbying of 7.5%.free-riding, rent-seeking, Common Agricultural Policy, Agricultural and Food Policy, International Relations/Trade, Political Economy, D72, Q18,

RENT SEEKING AND THE COMMON AGRICULTURAL POLICY: DO MEMBER COUNTRIES FREE RIDE ON LOBBYING?

The Common Agricultural Policy is modelled as a club good providing the European Union (EU) farmer with financial benefits. We build an economic model which explains how much farmers in individual EU countries invest in rent-seeking activities in order to test for free-riding behaviour on lobbying costs. For our investigation we group the EU member countries by farm structure, and the type of benefit received. We explain the fees paid by farmers for lobbying by other countries fees, political variables, and country and regional agricultural characteristics. The model shows that some member countries free ride on others. This suggests a form of policy path dependency and leads to a suboptimal investment on lobbying of 7.5%.Free-riding, rent-seeking, Common Agricultural Policy, Agricultural and Food Policy, Institutional and Behavioral Economics,

Organizational Communication – a review

The core aim of the present article was to give a review of studies and theory within organizational communication. In the first part of the article four influential approaches used in the study of organizational communication are presented; the mechanistic perspective, the psychological perspective, the interpretive symbolic perspective and the systems interaction perspective. In the second part methodological issues related to the study of organizational communication are discussed, and an overview of the most valid and reliable communication research measures are presented. The study of organizational communication is most often related to three different aspects of the organization: structure, context, and process. In the following the article follows this pattern. In part three the significance of both formal (e.g. organizational size) and informal communication (communication networks) for organizational communication is elaborated in part three, and studies taking this approach are presented. Context, being the second aspect, is defined and elaborated in part four. Communication climate and superior-subordinate communication, are important concepts related to the aspect of context, and studies done within this foci of research are thus presented under this heading. The final aspect being the aspect of process is elaborated in part five. The primary focus is on organizational change, and studies and theory concerning the relation between communication and organizational change are presented. The conclusion is given in part six, and it is emphasized that future studies within the field of organizational communication should perhaps attempt taking a more complex approach in order to achieve the goal of capturing the full and whole essence of organizational communication

Are test-based policies in the schools associated with burnout and bullying? A study of direct and indirect associations with pupil-teacher ratio as a moderator

Research is lacking regarding how teachers’ perceptions of a performance goal structure, relate to teacher and student outcomes. Thus, the present study examined associations among performance goal structure, teacher burnout, and bullying among students, and further whether pupil-teacher ratio moderated the relation between teacher burnout and bullying. 300 class teachers from 150 schools participated in the project, and structural equation modeling was applied. Results revealed significant associations among performance goal structure, teacher burnout, and bullying. However, having an additional teacher in the classroom did not moderate the association between burnout and bullying.publishedVersio

Larp in leadership development. Can the use of live action role plays (larps) be beneficial in the leadership training at the Royal Norwegian Naval Academy?

Military personnel are required to perform in times of crises and war. These situations are characterized by complexity and uncertainty, and require teams with members capable of showing role flexibility. Role flexibility can be divided into 1) having a wide behavioural spectrum and 2) reading social situations correctly and choosing the behaviour that best serves solving the mission at hand. Social pressure and the fear of failing hold team members back from going outside their comfort zones, thus hindering them in developing their ability to show role flexibility. However, live action role plays (larps) can remove these barriers and provide a suitable training arena. This bachelor thesis aims to investigate if the use of larps can be beneficial in the leadership training at the Royal Norwegian Naval Academy

Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial

High turnover among teachers can threaten students' academic achievement. Thus, the current study investigated the associations between discipline problems, classroom emotional climate (CEC), and teachers’ turnover intention. Moreover, a randomized control design was employed to examine whether including another teacher in the class, moderated the association between CEC and turnover intention. 5830 students in first grade, and 300 class-teachers participated in the study. Significant relationships between discipline problems and CEC and between discipline problems and turnover intention was revealed. Moreover, CEC was associated with turnover intention in the one-teacher classes, whereas the same association was non-significant in the two-teacher classes.publishedVersio