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The purpose of this paper is to test the theory of optimal monitoring, which posits that more generous county homestead exemptions lower the incentive for residents to monitor school operations, thereby increasing inefficiency in service outcomes.

This research uses two-stage Simar and Wilson’s data envelopment analysis to assess county school districts’ efficiency in the state of Georgia for each year from 2007 to 2012.

Controlling for other factors known to be correlated with government efficiency, such as fiscal capacity and competition, this study finds evidence that higher property tax burdens resulting from lower county school district homestead exemptions, as a proxy of more intense citizens’ monitoring pressures, are associated with improved county school district performance efficiency. These results provide empirical support for the theory of optimal monitoring.

Increased government funding toward education is more likely to improve education outcomes if accompanied by efficiency control mechanisms. One such mechanism could be increased transparency of government operations and accountability of public officials.

This research uses a newer and more robust estimation of relative efficiency and analyzes a more common type of property tax exemption. This improves the internal validity and generalizability of the findings regarding the theory of optimal monitoring.

This lesson uses Irena Sendler and the Children of the Warsaw Ghetto to introduce students to a true story of a Catholic, Polish social worker who saved the lives of thousands of Jewish children during World War II by relocating them. Students are asked to consider Irena’s actions and her motives. Students then are introduced to the Kindertransport, a series of rescue missions of Jewish children from Nazi Germany, by reading the stories of children who were involved in the event. To help students understand the relocation of children during World War II was not an isolated incident in history, students examine the Pedro Pan Airlift of 1959-1960 in order to compare and contrast the event to the Kindertransport of World War II.

The purpose of this paper is to present an exploratory analysis of campus community member (i.e. students, faculty, staff) definitions of sustainability, their perceptions of select elements of sustainability culture and the relationship between the two.

Researchers implemented a cross-sectional design where participants from two higher education institutions in the USA completed an online survey. The 352 respondents from James Madison University and 349 respondents from Wofford College included students, faculty and staff members. Descriptive statistics were used to examine patterns in the quantitative data, and an inductive theme approach was used to analyze the qualitative data.

This study provides evidence that sustainability is often viewed from an environmental lens, and personal definitions of sustainability may impact perceptions of campus sustainability culture elements. Generally, the highest rated elements of culture examined (i.e. university actions, signs and symbols and institutional commitments) were all aligned with the environment dimension of sustainability and consistent across sustainability definitions. However, respondents with a more integrative definition of sustainability expected to see elements of culture that aligned with the social dimension of sustainability at a considerably higher rate than the respondents who reported more narrow definitions of sustainability.

Lack of generalizability, low response rates and self-selection bias are some of the limitations of the study.

Personal definitions of sustainability may impact campus community member perceptions of sustainability culture and progress on their campuses. Practitioners may use this study to inform development of more effective strategies for creating and assessing the culture of sustainability that colleges and universities are pursuing.

The empirical analysis of campus community members on two very different campus communities responds to Owens and Legere (2015) who argue for further studies to understand the concept of sustainability at other higher education institutions that are at different stages of pursuing sustainability. This paper links research about sustainability definitions to the emergent research on campus sustainability culture, filling a gap between these two areas.