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| Srl | Item |
| 1 |
ID:
185027
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| Summary/Abstract |
Do elected officials update their policy positions in response to expert evidence? A large literature in political behavior demonstrates a range of biases that individuals may manifest in evaluating information. However, elected officials may be motivated to accurately incorporate information when it could affect the welfare of their constituents. I investigate these competing predictions through a national survey of local and state policy makers in which I present respondents with established expert findings concerning three subnational policy debates, debates that vary as to whether Republicans or Democrats are more likely to see the findings as confirmatory or challenging. Using both cross-subject and within-subject designs, I find policy makers update their beliefs and preferences in the direction of the evidence irrespective of the valence of the information. These findings have implications for the application of mass political behavior theories to politicians as well as the prospects for evidence-based policy making.
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| 2 |
ID:
159541
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| Summary/Abstract |
Using individual-level survey data while incorporating county/district-level information on per capita gross domestic product, this study finds that economic development in China has a dual effect on popular trust in the central government. First, positive individual-level perception of family economic conditions (compared to the past) increases trust in central government. Second, county/district-level per capita GDP is negatively correlated with individual-level trust in the central government. Methodologically, the article suggests that researchers may conduct contextualized thought experiment to establish logical priority of one event over another, particularly when it is impractical to empirically determine the temporal sequence of phenomena that are observed simultaneously in cross-sectional surveys. The article also suggests that China scholars may employ cross-region comparison as a substitute for longitudinal research when it comes to projecting long-term effects of quantitatively traceable changes such as economic development.
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| 3 |
ID:
096381
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| Publication |
2010.
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| Summary/Abstract |
This article reports the results of a 2008 national survey of political theorists. The results, based on 1,086 responses from professors at accredited, four-year colleges and universities in the United States, provide information about the demographic characteristics of political theorists, opinion data on the place of political theory within political science, the proportion of political theorists in political science departments, teaching loads, expectations for tenure, the experience of political theorists on the academic job market, and, finally, rankings of theorists, journals, publishers, professional organizations, and Ph.D. programs.
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| 4 |
ID:
131558
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| Publication |
2014.
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| Summary/Abstract |
This research uses data from a national survey of political science department chairs to explore when tenure protects incompetent faculty. The characteristics of the responding institutions and the procedures and standards they use when evaluating tenure applications were analyzed to determine how they related to the protection of the incompetent. The results reveal that tenure is most likely to shield incompetent faculty when collegiality plays a role in tenure decisions and when departments focus on the quantity of articles an applicant publishes. The findings also show that when departments demand that candidates publish in prestigious journals and when higher authorities at the institution have reversed positive departmental tenure recommendations, the probability that the incompetent are protected declines.
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| 5 |
ID:
171952
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| Summary/Abstract |
This article discusses findings from a nationwide survey of New Zealand tertiary-level students’ reasons for studying Japanese, their sense of satisfaction with the tertiary Japanese learning experience, and their future aspirations. The findings show that there are several aspects of students’ learning experiences which reflect a positive integrative orientation, while practical goals associated with the university learning context were also evident. The findings also suggest that the language learning context is multi-dimensional, supported by a number of different sources, both virtual and physical, as well as inside and outside the classroom. Furthermore, students from different programs within each university, and those who had or had not studied Japanese prior to entering university, revealed different attitudes towards learning Japanese and different visions of their future. While the study found that the majority of students are satisfied with their current university courses and value formal learning over informal acquisition of language, our findings suggest that teachers should reconceptualise their teaching roles to embrace the wider language learning context available to our students.
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