Suchergebnisse

In many situations governments have sector-specific tax and regulation poli- cies at their disposal to in°uence the market outcome after a national or an international merger has taken place. In this paper we study the implications for merger policy when countries non-cooperatively deploy production-based taxes. We find that whether national or international mergers are more likely to be en- acted in the presence of nationally optimal tax policies depends crucially on the ownership structure of firms. When all firms are owned domestically in the pre- merger situation, non-cooperative tax policies are more efficient in the national merger case and smaller synergy effects are needed for this type of merger to be proposed and cleared. These results are reversed when there is a high degree of foreign firm ownership prior to the merger.

In many situations governments have sector-specific tax and regulation policies at their disposal to influence the market outcome after a national or an international merger has taken place. In this paper we study the implications for merger policy when countries non-cooperatively deploy production-based taxes. We find that whether national or international mergers are more likely to be enacted in the presence of nationally optimal tax policies depends crucially on the ownership structure of firms. When all firms are owned domestically in the pre-merger situation, non-cooperative tax policies are more efficient in the national merger case and smaller synergy effects are needed for this type of merger to be proposed and cleared. These results are reversed when there is a high degree of foreign firm ownership prior to the merger.

This article examines how ideas about what is to be governed, how and bywhom, are made sense of in European Union governance. It interrogates the complex relationships of knowledge generation, knowledge circulation, expertise and policy-making in two contrasting policy areas. In social policy, the emergence and later privileging of a discourse of the 'social investment state' are traced through the 'linked ecologies' (Abbott, 2005) of formal 'European' social science research, academic politicians and the Open Methods of Co-ordination. In security research policy, mētis ,or practical knowledge (Scott, 1998), has enabled major European corporations to assert a privileged discursive and political position in the 'linked ecologies' of formal scientific research, product development and EU policymaking. These two cases demonstrate the partial integration of elite discourses with scientific rationalities into EU governance. In each case, the generation of knowledge and expertise is articulated in governance practices in ways that generate politically specific and limited – but not the same – versions of 'the' EU to be governed.

The article sets out to further an understanding of how domestic politics can impact on foreign policy change in small states. The case of interest is the change that occurred in the foreign policy of Denmark when its government managed to put an end to the 'footnote policy' in mid-1988. The main conclusion is that changes in two particular domestic political factors, in terms of political party opposition and public opposition, facilitated a change in foreign policy for the Danish government. Changes in party and public opposition created opportunities for the government to use foreign policy change as a strategy to increase its political power on the domestic scene. In this case of foreign policy change, domestic political factors and external forces were equally important.

AbstractAlthough serious and long‐term commitment to homelessness prevention is evident in some countries in the form of primary prevention measures, it is not clear whether a strong shift has already been made from secondary to primary prevention. It is argued here that after almost two decades of literature regarding the 'prevention turn' in homelessness policy, one may speak of primary prevention in the prevention stage, and add secondary and tertiary prevention to each of the other three stages of homelessness policy – early, emergency, and long‐term intervention strategies. Yet, there must be an attempt at primary prevention, which is more difficult to maintain, mainly for financial reasons. Political will is one key to success in doing this.Homelessness prevention policies are explained in this article using the case study of Israel's policies in 1948–2010. The findings indicate that Israel dealt with a high risk of homelessness in the 1950s and again in the 1990s through primary homelessness prevention by intervening in the housing market and providing cash assistance. Subsequently, after an overall homelessness policy was first published in Israel in 1996, prevention almost disappeared. However, it seems that, since then, prevention still manifests itself in the form of secondary prevention measures, such as public assistance benefits and housing subsidies. Tertiary prevention also seems to exist, addressing the more entrenched nature of homelessness by means of permanent supportive housing. This article shows that where there is a will there may be a way for prevention.

Native Americans, who are recognized simultaneously as sovereign tribal groups and as American citizens, present American society and its policy-making process with a problem fundamentally different from that posed by other ethnic minorities. In these essays, the contributors discuss the historical background, certain pathologies of Indian-white relations, questions of legal sovereignty and economic development, and efforts to find new ways of successfully resolving recent controversies.

The results of the DRIVER WP83.1 surveys provide an overview on national and EU/UN CrisisManagement (CM) governance data, i.e. legislation and policy. This includes policy and legislation on cross-border (EU-internal and external) CM operations. The results provide a general overview of the relevant policy and legislative environment andwill serve as non-technological performance conditions and criteria for the DRIVER solutions, will support the test-bed design (SP2) and the design of the experimental campaigns (incl. the development of the scenarios) in SP6. At a later stage in the project, and based on these developments, the WP83 team will be responsible for the development of policy and legislative recommendations for policy makers and legislators. Since there is an inextricable link between the activities of the DRIVER WP82 and WP83, a combined template covering the high level-analysis required in both task 82.1 ("Crisis Management Processes &Organisations") and task 83.1 ("Policy & Governance") has been developed. Thus, the conducted studies of MS, EU- and UN-level as well as of selected neighbouring countries include information on CM Capabilities, Organisation, Policies, and Legislation (COPL). In addition, CM related Civil-Military cooperation in the different countries has been gathered. In Annexes, we include the individual studies on Capabilities, Organisations, Policies, and Legislation (COPL) in crisis management and disaster response of the EU MS, selected neighbouring countries and international organisations (EU and UN).

AbstractDemocratic polities appear to produce more stable policy than do autocracies. In this paper, we explore a potential source of the policy stability observed in democracies: special‐interest groups. We find that interest groups are associated with greater stability in some measures of policy and that groups mediate the stabilizing impact of democracy on policy. We also find that the impact of interest groups on policy volatility depends on the degree of polarization in a society. (JEL P16, O43, D7)

The analysis of data from user interactions with technologies is literally changing how organisations function, prioritise and compete in an international market. All industries have been influenced or impacted by the so called digital revolution and the associated analysis of user data. In the higher education (HE) sector this wave of data analytics has flowed through the concept of learning analytics (LA). This field of research has been touted as a game changer for education whereby the outcomes of LA implementations will address core education challenges. These include concerns regarding student retention and academic performance, demonstration of learning and teaching quality, and developing models of personalised and adaptive learning. While there is broad consensus across the sector as to the importance for LA there remain challenges in how such endeavours are effectively and efficiently rolled out across an organisation. The lack of institutional exemplars and resources that can guide implementation and build institutional capacity represents a significant barrier for systemic adoption. This report seeks to unpack these challenges to institutional adoption and provide new insights that can aid future implementations of LA and help advance the sophistication of such deployments. The study does so by interrogating the assumptions underpinning the adoption of LA in the Australian University sector and contrasting this with the perspectives of an international panel of LA experts. The findings and recommendations highlight the need for a greater understanding of the field of LA including the diversity of LA research and learning and teaching applications, alongside the promotion of capacity building initiatives and collaborations amongst universities, government bodies and industry.

The University third space is often presented as a powerful driver and an increasingly widespread phenomenon of shifting job roles and identities of both professional and academic staff in the contemporary global university environment (Birds, 2015; Graham, 2013); Whitchurch, 2008/2015). It is defined as new and emerging, or re-invented forms of university activities that transcend traditional academic and professional portfolio binaries, as well as professional identities, creating new work engagements between academic and professional staff (Whitchurch, 2012, 2015). The advancement of globalisation leads to convergences of higher education policies and workplace practices (Gopinathan, 2001; Gopinathan & Lee, 2011; Green, 1997, 1999; Mok & Lee, 2003); to renegotiation of spaces occupied by university staff in the course of their professional engagements, and to redefined boundaries within universities and across multiple national and international professional, geographical and sectoral domains (Henkel, 2010). Third space may be viewed as a potential way of reinventing academic and professional staff professional engagement. It may be used as a meta-discourse to interpret universities' local responses to globalisation. Australia's location in the Asia-Pacific region, with its close political, economic and trade connections with countries of Southeast and East Asian countries, including Singapore – the "region of exceptional economic dynamism" (Marginson, 2013, p. 87) – has far-reaching implications on the way higher education systems and processes in these countries are operationalised and how education services are delivered. This systemic convergence and the increasing connection between tertiary institutions has a flow-on effect on how university staff, academic and professional, operate and collaborate within their own organisations, across professional and geographical borders, and how their roles and professional identities blend and integrate. The international presence of an Australian university affords a unique research opportunity to explore how university professional staff navigate these simultaneously challenging and propitious new professional spaces in a cross-cultural and cross-national context. A qualitative multiple case study (Patton, 2015; Simons, 2009; Stake, 2006) will explore the emerging phenomenon of the university third space from the perspective of professional staff working in Australian and Singaporean campuses of an Australian university. The impact of national culture and its dimensions (collectivism/individualism (Triandis, 1993, 1995) and the Confucian dynamism (Hofstede & Bond, 1988) in particular), will be examined to understand professional staff predispositions towards working across professional and geographic boundaries (Cohen & Mankin, 2002; Mankin, Cohen, & Fitzgerald, 2004; Mankin & Cohen, 2004). The new understanding of the university collaborative engagement will be created through building the university third space narratives. These will be analysed using contemporary frameworks of professional staff identities and a typology of third space (Graham, 2013; Whitchurch, 2012). The narratives will provide recommendations to build university professional staff expertise and resilience in their evolving roles within the emerging university third space.