Unraveling the Central State, But How? Types of Multi-Level Governance. IHS Political Science Series: 2003, No. 87

The reallocation of authority upwards, downwards, and sideways from central states has drawn attention from a growing number of scholars in political science. Yet beyond agreement that governance has become (and should be) multi-level, there is no consensus about how it should be organized. This article draws on several literatures to distinguish two types of multi-level governance. One type conceives of dispersion of authority to general-purpose, non-intersecting, and durable jurisdictions. A second type of governance conceives of task-specific, intersecting, and flexible jurisdictions. We conclude by specifying the virtues of each type of governance

School Achievement and Labour Market Outcomes

Achieving well in school, and completing Year 12, have significant employment and earnings outcomes for young people a decade or more after leaving school. Early school leavers have less chance of securing full-time employment, and a problematic early start in the labor market can be difficult to overcome.LABOUR MARKET ; EDUCATION ; SKILLED WORKERS

The Neofunctionalists Were (almost) Right: Politicization and European Integration

This paper examines the politicization of European integration. We begin by asking how neofunctionalism and its precursor, functionalism, conceive the politics of regional integration. Then we turn to the evidence of the past two decades and ask how politicization has, in fact, shaped the level, scope, and character of European integration.political science; integration theory; neo-functionalism; identity; multilevel governance

Types of Multi-Level Governance

The reallocation of authority upwards, downwards, and sideways from central states hasdrawn attention from a growing number of scholars in the social sciences. Yet beyondagreement that governance has become (and should be) multi-level, there is no consensusabout how it should be organized. This paper draws on several literatures to distinguish twotypes of multi-level governance. One type conceives of dispersion of authority to a limitednumber of levels. A second type of governance conceives of a large number of functionallyspecialized, intersecting, and flexible jurisdictions. We conclude by specifying the virtues ofeach type of governance.multilevel governance; multilevel governance

Performance Evaluation of Market Timers

Previous investigators have shown that the Sharpe measure of the performance of a managed portfolio may be flawed when the portfolio manager has market timing ability. We develop the exact conditions under which the Sharpe measure will completely and correctly order market timers according to ability. The derived conditions are necessary, sufficient, and observable. We compare them to empirical estimates of actual market conditions, and find that the circumstances which can lead to a failure of the Sharpe measure do in fact occur. We show, however, that such failures can be greatly reduced by more frequent sampling.

Student Withdrawal: Test of an Integrated Model

This study examined a model of student withdrawal that integrated the major elements of Tinto\u27s (1975) Student Integration Model and Bean\u27s (1982, 1983) Industrial Model of Student Attrition. In a sample of 315 college freshman, the results of a path analysis indicated that both social and academic integration were related to satisfaction but only academic integration was related to commitment. Neither social nor academic integration had significant direct effects on intention to withdraw. Further, of the two attitudinal variables, satisfaction was related to intention to withdraw, however, commitment was not. These findings support the integrated model of student withdrawal

Completing university : characteristics and outcomes of completing and non completing students

This report examines the factors that influence course completion by young Australians who commence university. It also documents the labour market outcomes of those who enrol at a university but who leave before obtaining a qualification. University education involves substantial public and private resources. It is important, therefore, to better understand the factors associated with course completion, and whether even a partial experience of university study may be beneficial in opening up other pathways. The report analyses data from the Longitudinal Surveys of Australian Youth (LSAY) program to address these questions. The data are from a sample of young people who were in Year 9 in 1995 and who commenced higher education between 1998 and 2001, that is within three years of completing Year 12. This report uses annual data collected on their education, training, and labour market activities up until 2004 when they were approximately 23 years of age. [p.vii

The contribution of genes and the environment to educational and socioeconomic attainments in Australia

This article analyzes the contribution of genetics and the environment to educational attainment, occupational status, and income using data from over 1,100 monozygotic and 400 dizygotic Australian twin pairs aged from 18 to 99. The respective heritability estimates were 0.54, 0.37, and 0.18. The bivariate heritabilities were 0.71 for educational attainment and occupational status, 0.37 for education and income, and 0.61 for occupational status and income. There were no gender and cohort differences in the heritabilities for education and occupation, but for income, contrary to expectations, the heritabilities were significantly higher among women and for the older cohort (aged 50 or older). The sizable contribution of genes to these socioeconomic outcomes suggests that standard sociological and economic theories on the socioeconomic career require substantial modification to accommodate the role of genetics

Attitudes to school life: their influences and their effects on achievement and leaving school

This report investigates students\u27 attitudes to school life. Such attitudes may have some implications for achievement and other outcomes of education. These attitudes can also be used as a measure for educational outcomes in their own right. This study examines three aspects of student attitudes to school life: changes over a time period; the influence of individual and school-level variables on attitudes; and the effect of these attitudes on achievement and leaving school