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Since the implementation of the New Cooperative Medical Scheme (NCMS) in 2003, this program has experienced rapid growth. Even so, little is known about the association between NCMS expansion and labor force supply among rural residents in China. The purpose of this paper is to examine the effects of the NCMS on labor force supply for rural Chinese populations.

Using data from the China Health and Nutrition Survey (CHNS), a difference-in-differences (DD) approach is employed to estimate the impact of NCMS expansion on labor supply outcomes, including hours of worked in agriculture, off-farm labor force participation, not working, and weeks off due to illness. A number of falsification tests are conducted to identify whether the assumption of common trends of DD analyses is satisfied. The robustness of results is checked through additional estimation, including panel fixed effects and instrumental variable approach.

Results show that the NCMS expansion has a positive effect on the hours of worked in agriculture and off-farm labor force participation, and reduces the likelihood of not working and weeks off due to illness. The effect on hours of agricultural production is larger for male adults, those aged 50 or more, and individuals in low-income families. This study demonstrates the importance of potential health improvements from public health insurance in promoting rural residents’ labor productivity.

Studies concerning the effects of public health insurance on labor supply in developing countries remain limited. The findings of this study provide important insights into how public health insurance programs, like the NCMS, may affect patterns of labor supply among rural residents, and can help policymakers improve health policies aimed to reduce the number of uninsured farmers while maintaining high levels of labor supply, productivity, and health status among the most vulnerable of populations.

The purpose of this paper is to explore how members of an online alcohol reduction community learn, construct and engage in alcohol reduction consumption consistencies.

Blog data from 15 individuals participating in the online community of Hello Sunday Morning were collected and analysed. Informants also participated in a series of in-depth interviews to gain a self-reflective perspective of alcohol reduction action, activities and interactions.

The findings indicate learning of new alcohol reduction consumption consistencies occurs through three modes or learning infrastructures: engagement, imagination and alignment, enabling a collective sense of connection in the creation of new alcohol-related rituals and traditions, competency of practices and transmission of values and norms beyond the community.

The results underscore the need for social marketers to recognise learning of alcohol reduction behaviour is continually negotiated and dynamically engendered through socially reproduced conditions, responses and relationships.

This study contributes to the transformational potential of social marketing situating behaviour change as a social interaction between actors within a dynamic market system.

The aim of this article is to explore how social engineering and social marketing are connected, and how social marketing is a tool used to achieve adherence to social engineering.

Through examination of contemporary and historical thinking around social marketing, we present a conceptual argument that social marketing is another tool of the social engineer, and that social engineering, through methods such as social marketing, is pervasive throughout all societies in positive ways.

We develop a conceptual model of social engineering and social marketing, which goes beyond behaviour change to incorporate the essentials of society and the influencers of those essentials. In doing so, we show that social marketing influenced behaviour lies within the social engineering influenced laws, codes and norms of society, which in turn lie within the morals, values and beliefs of society.

This article provides for the first time a conceptual grounding of social marketing within social engineering, enabling academics and practitioners to contextualise social marketing activities in a broader societal framework.

Dennis Beach is a Reader in Education Sciences (Pedagogy) who is currently employed at the Department of Education, Göteborg University. His research interests lie in the field of the sociology of education, the sociology of teachers’ work and the problems of education change. He has authored or co-authored three books and a number of articles and chapters in these subject fields and has also supervised several Ph.D. projects. At present he is head of two major national research projects in the fields mentioned, both of which are financed by the Swedish Research Council, and collaborates in two large European projects.Marie Carlson Ph.D. in sociology 2002, Göteborg University, Sweden. Her earlier studies were in social anthropology, Swedish for immigrants, and ethnicity and migration. Her main research interests are cultural studies and sociology of education. The wider project of which this chapter is a part focuses on Swedish language courses for immigrants as a social and cultural construction in the Swedish knowledge arena. It deals with questions regarding the impact of social and cultural practices on conceptions of knowledge and education. (e.g. Carlson, M., 2001) “Swedish Language Courses for Immigrants – Integration or Discrimination?” in Ethnography and Education Policy (Ed.) Geoffrey Walford, Oxford: Elsevier.) Marie Carlson also lectures on courses in ethnicity and migration, and is tutoring within the fields of “Language & culture,” “Islam” (Muslim women) and “Ethnicity.” Currently she is engaged in a project “Competing Ideas in the Renewal of SFI (Swedish for Immigrants) – An Investigation of Discursive Practices in SFI-education during Re-structuring” (financed by The Swedish Research Council). The project is carried out in corporation with Dennis Beach, Department of Education, Göteborg University.Marianne Dovemark was formerly a teacher at a comprehensive school in Sweden for over 20 years. She is in the process of completing a Ph.D. (in Educational Sciences) supervised by Dennis Beach and is currently employed as a lecturer on the pre-service Teacher Education Programme at the University College of Borås where she also does researches in the field of Sociology of Education. Her research stresses the new aims of comprehensive education in a re-structured school in Sweden with a special focus on the possibility of free choice within the school.Caroline Hudson is a Research Consultant whose company is called Real Educational Research Ltd. Caroline’s research interests encompass adult learning, literacy, family structure, offending and education, and issues related to social exclusion. Caroline is currently evaluating three literacy, language (ESOL) and numeracy developmental projects in the National Health Service (NHS), with the National Research and Development Centre (NRDC) for adult literacy and numeracy. She is also researching the impact of use of a PC tablet on the writing skills of young people who offend, for Ecotec Research and Consultancy on behalf of the Youth Justice Board (YJB). Caroline has worked as Basic Skills Advisor in the Home Office National Probation Directorate, and as an English teacher both in the United Kingdom and abroad.Bob Jeffrey has worked with Professor Peter Woods and Geoff Troman at the Open University since the early 1990s researching the effects of reform on teachers and young people in primary schools using ethnographic methods. In particular he has focused on the how the reforms have affected the creativity of teachers and more recently he has concerned himself with young people’s perspectives of their learning experiences in a project involving ten European countries. He has also contributed to the development of Ethnography in Education by publishing regular articles on methodology, editing books in this area, co-ordinating an international email list as well the Ethnography network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Janet Donnell Johnson is a clinical lecturer and doctoral student in English Education at Indiana University in Bloomington, Indiana, USA. A former English teacher at an alternative high school, her research interests include the interconnectedness of student identity, agency, and resistance, and literacy as a social practice in and out of classrooms. Janet is currently researching and writing a critical qualitative study based on how non-mainstream students use language to take up certain subject positions and how those positionings create opportunities for literacy learning in and out of school. In her role as clinical lecturer, she teaches writing, methods of teaching English, and coordinates partnerships between Indiana University’s English Department, Language Education Department, and teachers in the schools. She also works closely with secondary and college teachers on incorporating critical literacy and teacher research in their classrooms.Jongi “Mdumane” Klaas is currently completing a Ph.D. in Education at the University of Cambridge. The study examines the perceptions and experiences of learners and teachers vis-à-vis the processes of racial integration in two South African secondary schools. Jongi obtained a Bachelor of Pedagogics degree majoring in English Literature and History at the University of Fort Hare in South Africa. He taught History for two years at Gwaba Combined School in South Africa before taking a Fulbright Scholarship to study a Masters degree in Comparative Education at the University of Oklahoma, USA. Jongi is married to Nocwaka Sinovuyo Klaas.Jerry Lipka is a full professor at the University of Alaska, Fairbanks. He has worked in cross-cultural education for the past 22 years. During this time, he has developed a long-term relationship with a group of Yup’ik Eskimo teachers and elders. This collaborative relationship has resulted in numerous publications. Most recently, this work has developed a culturally-based math curriculum; research on its effectiveness has shown that rural Yup’ik Eskimo students outperform their counterparts in math understanding.Gerry Mitchell is a Research Student at the Centre for Analysis of Social Exclusion and member of the Social Policy Department at the London School of Economics. She is in the final year of an ESRC funded Ph.D. researching the New Deal for Young People’s Voluntary Sector Option in London. The work is divided into three: It focuses on methodology – what is gained from applying ethnographic methods to social policy evaluations? Secondly, it analyses delivery of the New Deal at ground level and lastly explores the construction of identities around work in the narratives of young unemployed people. Recent Publications: “Choice, Volunteering and Employability: Evaluating Delivery of the New Deal for Young People’s Voluntary Sector Option” Benefits (2003), 11(2), 105–111.Farzaneh Moinian was formerly a teacher at different comprehensive schools in Iran and in Sweden. She is a doctoral student in pedagogy at Stockholm Institution of Education. Her research areas are linked to ethnography in education as well as the exploration of childhood in its historical and current manifestations. Her doctoral project includes children’s perception of morality, self-concept, values and goals as well as children’s life world from their own point of view. Her project would draw on a range of theoretical perspectives from inter-disciplinary Childhood studies, and would employ mainly qualitative methodologies, including ethnography. The various research projects carried out by Farzaneh Moinian focus on understanding the ways in which children percept and interpret their lives as well as how they communicate with other children about it.Ruth Soenen is research assistant (Fund for Scientific Research – Flanders) at the Department of Social and Cultural Anthropology of The Catholic University of Leuven, Belgium. Her work concerns ethnographic research into everyday relationships in urban settings. Research was carried out in schools and in collective city spaces (e.g. public transport and shops) within the reflection on intercultural matters, learning, community and public domain. She wrote a book in Dutch on intercultural education, research reports for Flemish Government (Educational and City Policy) and made several contributions in leading Flemish journals and books. In English she made a contribution to “Debates and Developments in Ethnographic Methodology. Studies in Educational Ethnography Vol. 6.” Other English publications are forthcoming.Geoff Troman is a Research Fellow and Associate Lecturer in the Faculty of Education and Language Studies at the Open University. Geoff taught science for twenty years in secondary modern, comprehensive and middle schools before moving into Higher Education in 1989. Throughout his time in schools he carried out research as a teacher researcher. His Ph.D. research was an ethnography of primary school restructuring. He is currently conducting research on teachers’ work and lives and focusing on the educational policy context and primary teacher identity, commitment and career in performative cultures of schooling. Among other publications in the areas of qualitative methods, school ethnography and policy sociology, he co-authored Primary Teachers’ Stress with Peter Woods and Restructuring Schools, Reconstructing Teachers, with Peter Woods, Bob Jeffrey and Mari Boyle. Geoff is a joint co-ordinator of the Ethnography Network for the European Educational Research Association and is currently co-organising the annual Oxford Conference for Ethnography in Education.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. His books include: Life in Public Schools (Methuen, 1986), Restructuring Universities: Politics and power in the management of change (Croom Helm, 1987), Privatization and Privilege in Education (Routledge, 1990), City Technology College (Open University Press, 1991, with Henry Miller), Doing Educational Research (Routledge, editor, 1991), Choice and Equity in Education (Cassell, 1994), Doing Research about Education (Falmer (Ed.), 1998), Policy, Politics and Education – sponsored grant- maintained schools and religious diversity (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). Within the Department of Educational Studies at the University of Oxford, he is Director of Graduate Studies (Higher Degrees), has responsibility for the M.Sc. in Educational Research Methodology course, and supervises doctoral research students. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and has been Editor of the Oxford Review of Education from January 2004. His research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools and qualitative research methodology.Joan Parker Webster is an assistant professor at the University of Alaska, Fairbanks, where she teaches courses in multicultural and cross-cultural education, children’s and young adult literature, reading theory and language acquisition, and ethnographic research methodology. She has researched and published in the areas of literacy, language acquisition, indigenous language revitalisation issues and ethnographic methodology. Parker Webster is presently working with Yup’ik Eskimo teachers and elders on a literacy-based curriculum project using traditional Yup’ik stories.Anita Wilson is a Research Associate with Lancaster Literacy Research Centre, Lancaster University, Lancaster, U.K. She has spent almost 14 years undertaking ethnographic and collaborative inquiry with people in prison. Between 2001 and 2003 she held a Spencer Post-Doctoral Fellowship from the National Academy of Education, New York which she used to introduce her theory, method and approach to prisoners in America, making a transatlantic comparison of how policy and practice impacts on prison literacies as they are “lived out” on a day to day basis. Her doctoral thesis Reading a Library – Writing a Book: The Significance of Literacies for the Prison Community proposes that people in prison live in a “third space” community, socialising the institutional in order to retain their sense of personal rather than prison identity. She maintains a strong focus on the ethics of working in constrained and sensitive settings and considers issues around exploitation, equity and advocacy to be central to ethnographic work. She has published widely and shares her work with policy-makers, practitioners and prisoners around the world. At present she is undertaking research funded by the National Research and Development Centre which investigates the importance of education to the lives of young offenders.

Semi‐structured interviews were undertaken with a random sample of 220 students from schools and youth training centres within a rural area of the south eastern region of Ireland. The results show that against the backdrop of rising drug use prevalence, the attitudes towards drug use of both adolescent users and abstainers have become more liberal and ‘normalised’.

Given the lack of consensus among wine experts, this paper aims to examine whether this implies they make systematic mistakes or is an expression of their idiosyncratic preferences.

Grade equations are estimated for five famous wine-experts and a panel of 62 Bordeaux fine wines over the period 2003-2011. The appellation of origin is considered a measure of the typical taste of the wines. The authors control for objective factors, thanks to weather variables and the ranking of each wine.

Ratings vary among experts, such that some statistically significantly favour wines produced in specific areas, indicating their taste preferences. Thus, preferences matter in expert ratings and would seem to suggest a continental variance. The finding explains the lack of consensus in this opinion market.

The lack of consensus among wine experts should not necessarily be viewed as market inefficiency. If consumers find the “right expert” reflecting their own tastes, as in the case of cultural goods, they may not necessarily experience a welfare loss due to expert opinion heterogeneity.

This paper contributes to renewing the debate on expert accuracy, considering wine as a cultural good and introducing preferences into the analysis. The authors develop the concept according to which existing differences in the personal tastes of the experts can facilitate consumer search.

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice. I utilize an auto-ethnography (L. Anderson (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395; C. Ellis & A. P. Bochner (2000). Auto-ethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage; L. Richardson (2000). Writing. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). London: Sage) to detail my lived experiences as a scholar who has encountered the outsider-within status in academe (Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.). I detail my dual role as a social agent and as an African-American female scholar and the complexities of teaching social justice while promoting the need for activism of social justice and equity in our U.S. schools. Therefore, this study amplifies silenced voices regarding challenges for African-American female scholars engaged in transformative pedagogy in academe. I will utilize a Critical Race Theory lens to examine the racialized experiences that persist for African-American faculty seeking to advance transformational perspectives in academe, and thus through teaching, helping students to realize inequities in K-12 classroom settings (Grant, C. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.).

This paper seeks to extend the understanding of how formal management control systems (MCSs) contribute to the construction of performance management systems (PMSs) in the French higher education (HE) sector.

Empirical data are gathered both at the global level and at the local (university) level through an in‐depth case study. This allows a dynamic multi‐level analysis based on a neo‐institutional framework.

This article shows how formal MCSs contribute to the institutionalisation of a wider PMS at the global level of the HE sector. The social context then has a determining influence on universities, through the diffusion of values and norms drained by formal MCSs, calling into question the effectiveness of the autonomy supposed to be given to universities under the new PMS. Moreover, within universities, the complex interactions between MCS and PMS resulting from learning, political interactions and conflicts of values, lead to still uncertain outcomes.

The paper focuses on one main case‐study, which is still undergoing change. Analysis could be reinforced by further longitudinal and comparative research.

Steering organisations within a framework where the State defines strategic priorities requires both appropriate performance indicators and a dialogue allowing objectives to be shared at both the social and local levels.

Institutionalisation of MCSs and accountability are discussed in the specific French context of cultural centralisation.

This study reports the findings of a survey of Swedish auditors seeking opinions on the conceptual underpinnings of the long established private sector management audit in that country. The authors give the background to the historical calls for accountability and stewardship and draw parallels with calls for accountability by the large modern corporations which emanate from the agency contracts that management functions under. The findings conclude that the Swedish profession needs a theoretical base for its continued conduct of this audit function. The UK and US professions have taken tentative steps towards expanding the traditional financial audit but the rallying calls of visionaries seem as yet to be unheeded.