The structure of an undergraduate major and student learning: A cross-institutional study of political science programs at thirty-two colleges and universities

Is there a relationship between the way an undergraduate major in the social sciences is structured and student learning? In this paper, I address the relationship between the structure of the undergraduate major and student learning using data from the political science discipline. To assess the impact of the structure of the major on student achievement, a 29-item electronic questionnaire was employed. I find a very strong relationship between the degree to which a political science major program is structured and student knowledge, even when controlling for plausible alternative explanations for student performance. The results support the notion that majors that are characterized by a sequenced set of courses, the existence of a senior seminar or capstone course, and a required research methodology course taken early on in a Student's career, better prepare political science students than do relatively unstructured majors.Is there a relationship between the way an undergraduate major in the social sciences is structured and student learning? This is an extremely important and central question for social scientists in higher education for two reasons: (1) in this era of “assessment,” social science disciplines are coming under increasing pressure to demonstrate their utility in undergraduate education; (2) unlike other factors that affect student success (such as student ability and ambition) departments can more easily manipulate the structure of undergraduate majors (at least relatively speaking). Thus, understanding the relationship between the structure of the undergraduate major and student development is potentially a key element in instituting effective reforms in the undergraduate curriculum at colleges and universities across the country.In this paper, I address the relationship between the structure of the undergraduate major and student learning using data from the political science discipline. Indeed, there has been considerable interest in recent years in political science as to whether the structure of the undergraduate major has an impact on student learning. Some scholars have argued that the way a major is structured directly affects student development. For instance Wahlke (1991) criticized those political science undergraduate programs that had only a few required courses and other courses were offered as electives without any effort at sequencing them. Indeed, both the Association of American Colleges and Universities (AACU) report on the Liberal Arts and Sciences, and the report produced by the APSA Task Force on Political Science (Wahlke, 1991), noted that unstructured programs are incapable of promoting the necessary skills required of political science students. The AACU report argued that only a consciously structured major that promotes sequential learning creates the “building blocks of knowledge that lead to more sophisticated understanding and … leaps of the imagination and efforts at synthesis” (AACU, 1985, p. 24). The development of thinking skills cannot be accomplished “merely by cumulative exposure to more and more … subject matter”. Majors which emphasize breadth at the expense of depth result in “shallow learning unless students also grasp the assumptions, arguments, approaches, and controversies that have shaped particular claims and findings” (Wahlke, 1991, p. 49).Thus, how a political science major is structured is posited to be related to student learning. However, despite this assertion, relatively little empirical work has been done that systematically examines the relationship between the structure of the major and the development of political science undergraduates. Some works have described programs that seek to emulate the recommendations made by the APSA Task Force and AACU reports, but do not offer evidence that such programs have a positive impact on student learning (Breuning, Parker, & Ishiyama, 2001). Other works have sought to establish a connection between the structure of the major and student reasoning styles by comparing two institutions (Ishiyama & Hartlaub, 2003). However, no studies to date have systematically compared across a number of institutions to demonstrate an empirical connection between the structure of the political science major and student learning. This paper seeks to investigate the purported connection between the structure of the political science major and some aspects of student learning by analyzing data collected from a survey of (32) colleges and universities from across the United States.     

Promoting workplace‐based training to fight youth unemployment in three EU countries: Different strategies,different results?

During the economic crisis, youth unemployment grew exponentially in many European countries. It was argued that countries with a high level of firm involvement in the provision of initial vocational training were better equipped to address this problem. Boosting workplace‐based training was therefore seen as the right strategy to tackle unemployment. Using Denmark, Spain and the UK as case studies, this article analyses how countries with different skill formation systems have improved this type of training. While the UK reinforced the voluntaristic character of its training regime, Denmark improved the quality of its vocational education, and Spain made reforms to the training and apprenticeship contract. Interestingly, the countries achieved different results. To explain this divergence, it is argued that while the reforms made in the UK and Denmark were compatible with the national institutions and coordination mechanisms, this was not the case in Spain, where reforms were implemented in a non‐complementary way. Key Practitioner Message:

• After the economic crisis it was argued that countries with a high level of firm involvement in the provision of initial VET were better equipped to fight youth unemployment.
• The study analysed how countries with different skill formation systems improved this type of training and assessed their relative success.
• The article shows that when implementing reforms policy makers must take into account the institutions and mechanisms of coordination that prevail in each country. Otherwise, reforms may be unsuccessful.

     

Promoting a higher retirement age: A prospect‐theoretical approach

Demographic ageing and the necessity of raising the retirement age is one of the most frequently debated topics among European welfare policy experts. This study used prospect theory as developed in behavioural economics to explain public attitudes towards pension reforms. It argues that, in line with prospect theory, negative incentives are more useful in changing people's attitudes in favour of a higher statutory retirement age than are positive incentives. Therefore, in the case of increasing life expectancy, defined‐contribution schemes that apply actuarial formulae linking the level of starting monthly pension benefits to life expectancy are more useful in promoting a higher retirement age than conventional defined‐benefit schemes, which typically do not forge an automatic connection between longevity and starting pensions. The implications of prospect theory for attitudes towards pension reforms were tested using Eurobarometer survey data collected in 2004 and 2009 in the Czech Republic, Poland and Slovakia.     

The impact of economic,social and cultural conditions on educational attainments

This paper aims at investigating the effect of Economic Social and Cultural Status (ESCS) on the educational performances of students, using two waves of the Programme for International Student Assessment (PISA) survey of OECD (2009, 2012). The analysis is conducted at student level for all countries included in the PISA sample. The estimates are based on the Conditional Data Envelopment Analysis (DEA), applied for the first time in the Slack Based Measure (SBM) version. This method allows a detailed evaluation of the additional effort the students should do when they are operating in an ESCS that has a comparative disadvantage. The unprecedented use of a conditional non-radial model of efficiency, provides evidences of a significant effect of the ESCS on performances, with a strong heterogeneity among students, and countries. It follows that some problems with education may not be due to the education systems themselves, but to the economic, social and cultural gaps, which determine a persistence of inequality of opportunity. Thus, public policies are needed to foster virtuous paths to reduce disparities among students with different socioeconomic background both between and within systems.     

The divergent logics of labour market reforms in times of permanent austerity

In an age of ‘permanent austerity’, growing economic insecurity may increase the demand for protection against labour market risks. At the same time, economic pressures may push governments to scale down on the provision of social protection. In this article, this contradiction is examined by focusing on reforms of two labour market institutions: unemployment benefits and employment protection legislation. It is argued that the incidence of reforms of both institutions follows a different set of logics, depending on the type of economic pressures as well as the political and institutional settings. The article makes use of a new data set on labour market reforms in 14 European countries over the period of 1980–2007. Results from discrete‐time logit‐regression analysis support the main hypotheses that (1) reforming unemployment benefits (UBs) does not follow the same logic as reforming employment protection legislation (EPL), and (2) factors that contribute to expansion/regulation are not the reverse of those that lead to retrenchment/deregulation.     

Student budgets and widening participation: Comparative experiences of finance in low and higher income undergraduates at a northern red brick university

Drawing on a thematic analysis of longitudinal qualitative data (n_total = 118), this article takes a “whole student lifecycle” approach to examine how lower and higher income students at an English northern red brick university variously attempted to manage their individual budgets. It explores how students reconcile their income—in the form of loans, grants, and bursaries—with the cost of living. Four arenas of interest are described: planning, budgeting, and managing “the student loan”; disruptions to financial planning; the role of familial support; and strategies of augmenting the budget. In detailing the micro‐level constraints on the individual budgets of lower and higher income undergraduates, the article highlights the importance of non‐repayable grants and bursaries in helping to sustain meaningful participation in higher tariff, more selective, higher education institutions. It also supports an emerging body of literature that suggests that the continuing amendments to the system of funding higher education in England are unlikely to address inequality of access, participation, and outcome.     

Effects of Risk and Time Preference and Expected Longevity on Demand for Medical Tests

Despite their conceptual importance, the effects of time preference, expected longevity, uncertainty, and risk aversion on behavior have not been analyzed empirically. We use data from the Health and Retirement Study (HRS) to assess the role of risk and time preference, expected longevity, and education on demand for three measures used for early detection of breast and cervical cancer—regular breast self-exams, mammograms, and Pap smears. We find that individuals with a higher life expectancy and lower time preference are more likely to undergo cancer screening. Less risk averse individuals tend to be more likely to undergo testing.     

Fiscal sustainability in the aftermath of the great pause

Faced with a global natural catastrophe, countries must spend to deal with the immediate crisis, and to reduce longer-term economic scarring. Sustained infrastructure and education spending can help counter headwinds to the long-term outlook. However, the fact that government borrowing rates are at extremely low levels does not imply that the very high debt, especially short-term borrowing, is a free lunch. Real borrowing rates are likely below long-term trend, and there is no guarantee that any future adverse shock can only lower interest rates. Massive underfunded old-age transfer and support programs are a form of hidden non-market “junior” debt.     

The Forgotten Anniversary? An Examination of the 1944 White Paper, “A National Health Service”

The 1944 Wartime Coalition White Paper, “A National Health Service”is unlikely to be celebrated among the spate of golden anniversaries of welfare reforms in the 1990s. However, a study of this document may be of interest for two main reasons. First, it has some parallels with the reformed National Health National Health Service of the 1990s and, second, there have been recent calls for a local government-based health service, as was envisaged in 1944. The White Paper is examined in the context of evolving plans for the NHS, and is compared with the actual shape of the NHS as introduced by the Labour Minister of Health, Aneurin Bevan, in 1948. Four themes are drawn out. First, the White Paper should not be seen as the embodiment of a political consensus. Second, a Conservative Health Service would have differed from the NHS in fundamental aspects. Third, the conceptual advantages of a local government-based health service were out-weighed by practical politics. Fourth, although the Labour Party made a difference to the shape of the NHS, that shape did not simply follow from party policy. This implies that medical pressure was successful, to some extent, in defining the limits of the new service.     

Ageing and the politics of pension reforms in Central Europe,South‐Eastern Europe and the Baltic States

Cerami A. Ageing and the politics of pension reforms in Central Europe, South‐Eastern Europe and the Baltic States Int J Soc Welfare 2011: 20: 331–343 © 2010 The Author(s), Journal compilation © 2010 Blackwell Publishing Ltd and the International Journal of Social Welfare. This article investigates ageing and the politics of pension reforms in Central Europe, South‐Eastern Europe and the Baltic States. It emphasises the importance of historical legacies, presence of veto points, trade unions' power, electoral rules and country‐specific patterns of political competition, but it also highlights the central role in institutional change played by other concomitant factors, such as those associated with the communicative actions of national and international actors. The role played by power politics, class conflicts and strategic use of social policies is also emphasised. The main argument put forward in this article is that pressures for reforms in the pension systems have not only been the response of demographic, economic and financial pressures but have also been the result of a new consensus found on new economic ideas and discourses that saw in the privatisation of the economy a new modernisation paradigm.     

A reciprocal,moderated mediation model of grit,engagement, and literacy achievement among dual language learners

This short‐term longitudinal study asked (a) how and for whom socioemotional factors like grit and emotional engagement predict later literacy achievement; and (b) if there are reciprocal effects between literacy and these socioemotional factors. An autoregressive cross‐lagged (ARCR) design included 3 time points over 4 months with an ethnic minority, dual language learner sample (n = 142; 54% female; 75% Latina/o; M = 9.47 years old). The procedure at each time point included teacher‐reported student emotional engagement and adapted grit questionnaires in addition to a student literacy achievement performance task. A reciprocal model (i.e., socioemotional factors and literacy affect each other) was compared to direct (i.e., socioemotional factors impact literacy) and reverse (i.e., literacy impacts socioemotional factors) models. Results suggested that the reciprocal model fit better than the direct and reverse models. Within the reciprocal ARCR model, grit had a significant impact on later literacy achievement via the mediator of engagement and moderated by age. Findings hold implications for education discourse on reciprocal and indirect effects of grit on achievement among older elementary‐aged dual language learners.     

Students in out-of-home care: Their experiences of Transforming Educational Achievement for Children at Risk,an Australian education programme

Children living in out-of-home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi-structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID-19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out-of-home care conclude this paper.     

Ambiguity Aversion in the Field of Insurance: Insurers’ Attitude to Imprecise and Conflicting Probability Estimates

This article presents the results of a survey designed to test, with economically sophisticated participants, Ellsberg’s ambiguity aversion hypothesis, and Smithson’s conflict aversion hypothesis. Based on an original sample of 78 professional actuaries (all members of the French Institute of Actuaries), this article provides empirical evidence that ambiguity (i.e. uncertainty about the probability) affect insurers’ decision on pricing insurance. It first reveals that premiums are significantly higher for risks when there is ambiguity regarding the probability of the loss. Second, it shows that insurers are sensitive to sources of ambiguity. The participants indeed, charged a higher premium when ambiguity came from conflict and disagreement regarding the probability of the loss than when ambiguity came from imprecision (imprecise forecast about the probability of the loss). This research thus documents the presence of both ambiguity aversion and conflict aversion in the field of insurance, and discuses economic and psychological rationales for the observed behaviours.     

Social crisis and the formation of medico-social service in Russia

Socio-economic reforms have changed the social life of Russia. A large number of social problems in the transition period has negatively affected the social well-being and health of the nation. The critical situation of the health care system does not allow for the maintenance of the public health of the Russian population at the required level. To solve this problem, it is necessary to improve social services in Russia. The training of medico-social workers is currently being conducted within the system of higher medical education in Russia with the support of the Swedish universities.     

Neo‐liberalism by Decay? The Evolution of the Czech Welfare State

In this article we analyse the evolution of the Czech welfare state and we examine the factors explaining its path. We show that although the Czech welfare regime exhibits a 'mixed profile' that includes conservative and universalist elements, it is increasingly moving in a more liberal, residualist direction – not because of conscious steps but rather through decay. Governments have often zig-zagged in their policies and resorted to symbolic reforms at times rather than implementing ideologically based, consistent policies. We argue that historical and sociological institutionalism combined with a social-capital approach can explain this decay better than the more common arguments about economic pressures combined with ideological hegemony or the protest-avoidance strategy. In particular, the social capital approach adds to our institutional framework by explaining why cutbacks in welfare programmes have not met much opposition, even though public opinion surveys consistently show support for more generous welfare policies, and why policies have deviated so much from political rhetoric.     

German family policy at the crossroads: analysing the impact of parental leave reform through simulation

Comparative studies of welfare reforms encounter two problems. First, the counterfactual problem is that in the real world schemes and their reforms do not coexist simultaneously and are hard to compare. Second, the contextual problem derives from the absence of comparable measures for change. Microsimulation helps to overcome these problems. It compares policy options – actual reforms or reform plans – simultaneously and provides a comparable measure: the disposable income of model families. This article uses a type–case approach to investigate recent reforms of the German parental leave benefit. Simulation makes those reforms comparable over time and across countries. Results show that the profile of the German scheme is changing from 'general family' towards 'dual-earner' support. Furthermore, the recent reforms make the German scheme converge towards the Swedish leave scheme. The recent reforms introduce a new concept of fairness and a focus on gender equality to German family policies.     

German family policy at the crossroads: analysing the impact of parental leave reform through simulation

Comparative studies of welfare reforms encounter two problems. First, the counterfactual problem is that in the real world schemes and their reforms do not coexist simultaneously and are hard to compare. Second, the contextual problem derives from the absence of comparable measures for change. Microsimulation helps to overcome these problems. It compares policy options – actual reforms or reform plans – simultaneously and provides a comparable measure: the disposable income of model families. This article uses a type–case approach to investigate recent reforms of the German parental leave benefit. Simulation makes those reforms comparable over time and across countries. Results show that the profile of the German scheme is changing from 'general family' towards 'dual-earner' support. Furthermore, the recent reforms make the German scheme converge towards the Swedish leave scheme. The recent reforms introduce a new concept of fairness and a focus on gender equality to German family policies.     

Deciphering Deservedness: Canadian Employment Insurance Reforms in Historical Perspective

In 2012, the Government of Canada introduced reforms to Employment Insurance (EI), Canada's primary income security programme for the unemployed. The changes entailed new requirements for particular types of claimants to apply for and accept jobs of increasingly less pay, and codified the efforts claimants must demonstrate in job searches to maintain benefits. These measures leave many claimants little choice but to accept precarious employment as a means of financial survival. The central claim of the article is that recent EI reforms are not adequately understood as an instance of neo‐liberal activation. Instead, they must be situated in a long history of attempts to categorize the unemployed as deserving or undeserving of income security on the basis of their work history and perceptions of their willingness to work. Through a survey of different periods of unemployment policy in Canada, we demonstrate continuity in authorities' efforts to differentiate the unemployed into categories of worthy and unworthy. Within this history, however, the 2012 reforms are unprecedented in the extent to which they reorient the EI programme to service low wage labour markets. By way of conclusion, we suggest that the current EI programme exacerbates insecurities for the growing segment of workers in precarious employment.     

Increasing Competency,Self-Confidence,and Connectedness Among Foster Care Alumni Entering a 4-Year University: Findings from an Early-Start Program

Research shows that few foster care alumni enroll and complete post-secondary education. For those who do enroll, many experience challenges associated with academic and social adjustment and are at risk of dropping out. Many college-based programs are being developed and are available to foster care alumni to support them during their post-secondary education. This study used pre-tests, post-tests, and journal entries of seventeen participants to evaluate a strengths-based, resilience-oriented early-start program for newly enrolled students at a large public university that provides knowledge about the institution, resources (e.g., tutoring), and social support necessary for foster care alumni to make a smooth transition into college life and to increase short and long-term student success. Quantitative and qualitative findings indicate that students who participated in the early-start program showed increased confidence and competency in academic and social adjustment. Findings also showed personal growth (e.g., building resiliency) and an increased connectedness among students who participated in the program. Study findings can inform the development of new on-campus support programs and help enhance existing programming. Future research should address short and long-term outcomes and experiences of students who are former foster youth who have participated in on-campus support programs.     

Regulating inclusivity: reforming adoption law for the 21st century

ABSTRACT The process of the reform of current adoption law in England and Wales to better meet the needs of adoption practice has been a lengthy one. The extent to which the regulatory framework set out in the Adoption Act 1976 reflects an exclusive model of adoption no longer suited to current practice is well recognized. In this paper the reforms (about to be) enacted in the Adoption and Children Act 2002 are critically considered in the light of the identified requirements of a regulatory system supportive of an inclusive model better suited to the changed nature of adoption. Key themes running through the requirements are explored in the context of the reforms, and the extent to which the paramountcy of the welfare of the child will be underpinned by respect and support for the needs and rights of all parties to the so‐called adoption triangle. Whilst the new legislation is specific to England and Wales, the issues discussed are relevant not only in other common law jurisdictions but throughout the developed world.