Search results

Participation in cross-national assessment is becoming a global phenomenon. While there were only 43 countries that participated in the Programme for International Student Assessment (PISA) in 2000, the number of participating countries/economies has increased to 65 in 2009. To understand this global trend, this chapter seeks to answer the following research questions: What are the real incentives for developing countries to participate in cross-national assessments? What do they gain from actual participation in cross-national assessments, given that there are many constraints and barriers associated with test participation? It employs country-level fixed effects to test the hypothesis that there is a positive association between participation in cross-national assessments and foreign aid to education. This study shows that countries that participate in major cross-national assessments receive, on average, 37 percent more foreign aid to education than countries that do not participate in major cross-national assessments, while holding all other variables constant. Although further research is necessary to make a causal warrant of the association between participation in cross-national assessment and education aid, the results of this study have great implications for developing countries that are considering participating in cross-national assessments.

The purpose of this paper is to examine teachers’ reported experiences, practices, and attitudes on the use of national test results in a low-stakes accountability context. Whether the stakes are high or low, teachers and school leaders have different experiences, knowledge, and beliefs concerning how to use national test results to benefit individual student learning. This paper addresses how teachers experience school leadership and policy requirements for using national test results in local schools.

This paper is part of a larger study conducted in a Norwegian educational context investigating school leaders’ and teachers’ enactments of policy demands via the use of national test results data. The sub-study reported in this paper is based on survey data from all lower secondary teachers (n=176) in one Norwegian municipality. Micro-policy perspectives and the concept of crafting policy coherence served as analytical tools.

Diversity between the schools was found in how teachers perceive the principals’ role. Practices and attitudes appeared restrained, somewhat conformed by, but still indifferent to the policy intention. However, there was a close relationship between the principals’ facilitation of national tests and the teachers’ practices of utilizing the results.

This study clarified how micro-policy works in local schools in a low-stakes context. A prominent difference was found between the policy intentions and local schools’ practice of using national test results.

Many consumer and industrial goods manufacturers practise test marketing before launching innovative products on a national or wider scale. The commercial value of such testing is a direct function of both the accuracy with which the test results are interpreted, and the nature of the research design which is used to conduct the test, yet many companies fail at this most vital stage.

A thematic analysis of teachers’ experiences in implementing the Annual National Assessments (ANAs) policy in South Africa was presented in this chapter. Describing the lack of preparation and capacity building on behalf of policy makers, this chapter argued that teachers’ roles in the policy formulation of the ANAs positioned them as only policy implementers without agency. Two broad categories described the experiences. The first was concerned with the preparation process of assessments. The second was concerned with the implications of assessments, outlining the worry and fear in the use of results for teacher blaming culminating in a standoff between teacher unions and the ministry. The shift in the policy mandate expressed through increased reporting and monitoring requirements for poor performing schools reveals that the assessments deviated from being a diagnostic tool to testing for teacher accountability. Finally, the chapter concluded with a reflection on how the National Assessment Framework, set to replace the ANA policy, could be strengthened based on the opportunities revealed by the ANA policy implementation process.

The paper discusses how the Commission is shaping a decentralisation policy in the antitrust field. The paper details the procedural architecture ‐ “degrees of priority”, “preconditions for decentralisation” and “Community interest” ‐ which gives the Commission sole discretion to decide whether an antitrust case is dealt with by Brussels or is referred to a Member State. It reveals that the decentralisation procedure has been set up by the Commission, with the blessing of the Community courts, but with little real consultation with the Member States. The paper points out that the decision whether to decentralise turns on a new, qualitative and Commission decided Community interest test. The paper emphasises that the Community interest test runs in parallel with ‐ and has a similar function to ‐ a number of decentralisation provisions which already exist. The final section of the paper contrasts Community interest as a decentralisation test with the rival, and pre‐existing, quantitative approach to decentralisation ‐ the Community dimension test ‐ contained in the EC Merger Control Regulation (MCR). It explains that both tests have strengths and weaknesses and that the recent reform of the MCR has not fully addressed these concerns in respect to Community dimension. The paper’s main conclusion is that the Commission’s appropriation of the ability to decide which Member States are competent to deal with decentralised antitrust cases has created the possibility of a fragmented or two‐speed Europe in competition regulation.

There has been a notable growth in the number, participants, and frequency of international assessments of student academic performance over the past 50 years. This chapter provides a structure for the perspectives that could be used to analyze this rise. This chapter highlights case study examples of specific countries' choices to participate in particular assessments. It further describes the utility of three analytic frameworks in understanding the decision factors, diffusion mechanisms, and environmental dynamics that relate to international testing. Factors such as the cost of testing, the cultural connections between nations participating, and the temporal relevance of testing to today's focus on accountability arise in illustrations of the transmission mechanism for international achievement tests. This chapter organizes large and diverse amounts of important testing sampling frame information in a unique way. The questions we ask are driven by the framework we begin analyzing with. Organizations conducting these tests can better understand the touchpoints for nations deciding whether or not to participate. Concerns about developing country participation, for example, can be better addressed.

The purpose of this study was to examine how national context moderates the impact of family supportive supervisory behavior (FSSB) on employee’s job performance and turnover intentions. The authors consider direct and indirect (through work–family positive spillover) effects of FSSB. Our model is based on conservation of resources (COR) theory and boundary theory. The authors conceptualize national context as contributing resources to or threatening with loss of resources for individuals. To test the model, the authors use data from three Latin American countries – Brazil, Chile and Ecuador.

This is a cross-sectional study based on a survey of almost 988 individuals. The authors first test the direct and indirect effects (via bi-directional positive spillover) of FSBB on performance and turnover intentions without considering the moderating effects of national context (mediation analysis). Then, the authors test the effect of national context in our baseline model by conducting a moderation analysis of direct and indirect effects. The authors use seemingly unrelated regressions and account for control variables and country-level effects.

The results confirm that national context affects the relationships between FSSB and outcomes. As unemployment rises, the effect of FSSB on turnover intentions is stronger and the effect of FSSB on performance, via bi-directional work–family positive spillover, is stronger. When social expenditures increase, the relationship between FSSB and performance via work–family positive spillover becomes weaker. In addition, the authors find some unexpected results.

The authors advance the understanding of how national context affects the impact of FSSB on outcomes, specifically in Latin America. The authors conceptualize national context as providing or threatening individuals’ resources, using publicly available data on unemployment and social expenditures.

This study considers the structure of PISA penetration into education policy through a comparative analysis of Japan and Norway. Many studies on PISA’s impact tend to emphasize the character of PISA result as a norm, such as the concept of “governance by comparison.” This study regards PISA as a norm of educational contents and analyzes the structure of PISA penetration into educational contents policy, with respect to the national curriculum. In describing the situations around PISA in the two countries, the background of the acceptance of PISA, the nature of national curriculum in education policy and its character, and the structure of PISA penetration with the focus being on how PISA is integrated into the national curriculum are analyzed through related documents and literatures. As a result of comparative analysis, three common features are found. First of all, PISA penetration occurred in the context of “PISA Shock” since the importance of PISA itself was recognized. Second, the system of management by objectives was included in the educational system and PISA penetrated into that system as objectives. Third, in relation with this second point, PISA as a norm of educational contents was integrated into existing educational goals or subjects. These features are evident only in the comparison of two countries, so a deeper analysis of PISA penetration will be needed in a future study.

This chapter discusses some of the criticisms of standardized assessments by doing a document analysis of mainly Mexico's and Argentina's ministries of education's web sites and exploring the theoretical work of diverse authors, mainly critical pedagogues and culturalists. This chapter argues that the process of assessment using standardized tests is a highly political and even commercial process, but the challenge to compete globally, still perform locally, collaborate in solidarity, and decide collectively whose knowledge is of most worth is still before us. As exemplified in Mexico's test ENLACE, standardized tests tend to show a negative bias against minorities and tendency to highlight certain values and knowledge. Countries should seek for as many partnership opportunities with teachers and communities to be able to assess learning collectively and even consider not adopting policies passively, as opposed to having an international organization or policy dictating what is worth knowing and testing. This way, assessment will still help countries compete globally, still perform locally, and collaborate in solidarity.

The purpose of this study is to investigate whether corporate social disclosure levels relate to national cultures.

The sample consisted of 600 large companies from 22 countries. Cultural measures were applied: a measure for secrecy, as proposed by Hope et al. and a newly constructed measure for generic types of cultures (Gannon), both derived from Hofstede's national culture dimensions. Two other dimensions, masculinity and long‐term orientation, not part of secrecy and generic types of culture measures, were also tested separately.

A number of significant statistical relationships between corporate social disclosures and cultural measures are identified. The results are consistent with the associations suggested by stakeholder theory and a country‐specific stakeholder orientation. It is concluded that corporate social disclosure levels are likely to be influenced by national cultures.

The results of Van der Laan Smith et al. are largely supported. Culture is clearly related to corporate social disclosure levels, although cultural data may need refinement. Further, the potential limitations of the application of stakeholder theory for this type of study need to be taken into account.

The outcomes can be useful to the managers of multinational corporations, when preparing corporate social disclosures.

Instead of a comparison between two nations, as is undertaken by Van der Laan Smith et al. a scaled relationship between generic types of cultures and CSD levels is found.