The Institutional Grammar: A Method for Coding Institutions and its Potential for Advancing Third Sector Research

VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations - Institutions—defined as strategies, norms and rules (Ostrom Understanding institutional diversity, Princeton...     

Bounding Disagreements About Treatment Effects: A Case Study of Sentencing and Recidivism

Empirical inference on treatment effects is a core objective of social science research. The conventional practice is to obtain point estimates of treatment effects using models that make strong and thereby controversial assumptions about treatment selection and outcomes. In this paper we obtain bounds under weak nonparametric assumptions and explore how the bounds vary with the assumptions imposed. This mode of analysis clarifies the source of common disagreements about the magnitudes and signs of treatment effects. We use a treatment question facing the juvenile justice system to showcase the value of the approach in empirical social science research. We compare the impacts on recidivism of the two main sentencing options available to judges: confinement in residential treatment facilities and diversion to nonresidential treatment.     

PRODUCT CHARACTERISTICS, HUMAN CAPITAL, AND LABOR MARKET SEGMENTS:

This article contends that one key to understanding different forms of work organization lies in the nature of the products being created. Product characteristics are proposed to be critical determinants of the type of human capital, either general or firm specific. Following from prior theory, labor market barriers develop based on type of human capital. These barriers then have a direct bearing on employee rewards. The nature of the product distinction is captured with a comparison of two product-types (goods and services) conceived as theoretically distinct. General skills are hypothesized to be more important in the service-producing sector, while firm-specific skills are hypothesized to be more important in the goods-producing sector. Empirical analyses using the 1991 General Social Survey compare workers in the service-producing and goods-producing sectors to illustrate differences in the salience of firm-specific and general skills. Two hypotheses are supported. Firm-specific skills have a stronger effect on earnings in manufacturing industries than in service industries. Also, skills acquired from on-the-job training, when compared with other skills, are more weakly related to service employee rewards. These distinctions between sectors suggest insights into structures unique to the service employment workplace.     

Mastery, Frequency, and Interaction of Managerial Behaviors Relative to Subunit Effectiveness

The relationships among mastery and frequency ofmanagerial behaviors, and subunit effectiveness havefrequently been confused. This study investigates bothmain and interactive effects. The results show that the interaction effect can often be thestrongest effect and that increasing frequency withoutimproving mastery can sometimes be detrimental.Furthermore, these results offer a possible explanation as to why research of managerial behavior hasbeen so inconclusive. In addition, the results questionpopular advice given often to managers. Finally, somerecommendations are made as to how management development could be made more effective basedon the results of this study.     

Family-Enterprise Initiatives as a Response to Socioeconomic and Political Change in Eastern and Central Europe

It is argued that family business enterprises can be an adaptive response to the transformations that recently have characterized Eastern and Central Europe. Family-centered initiatives are important for sustainable socioeconomic development. In this article, a family-enterprise incubator scheme for the stimulation of family and socioeconomic development is discussed. This approach incorporates resources, services, and supports beyond those conventionally offered.     

LIFESPAN AND OUTPUT

This paper develops a finite-lifetime continuous-time model of human capital acquisition. Exogenous technological progress has two aspects, a knowledge frontier and an ease-of-learning parameter. We find that as lifespan increases: (1) output per person-hour rises in a concave fashion, and (2) learning during the work-phase of life only occurs when individuals have a sufficiently long lifespan. As a result, countries that differ in the average lifespan of their inhabitants can have permanently different levels of output per person even in the presence of free trade, perfect capital markets and common production functions. ( JEL O33, J24, F43, D91)     

A longitudinal comparative study of the impact of the experience of social work education on interpersonal and critical thinking capabilities

Head (the intellectual/critical thinking) and Heart (the emotional-interpersonal) are long established twin-pillars of social work. Their importance is not just reflected in literature devoted to each but in the professional proficiencies and capabilities expected for practice. While clearly intertwined—both operate together in practice—and central to practice proficiencies/capabilities, implying implicit measurement of standards, there is a curious lack of research focusing on measurement of the two together. This novel study is the first to carry out a longitudinal comparative study examining the extent to which interpersonal and critical thinking capabilities are developed during the lifetime of qualifying social work training as measured through programme performance and development. It focuses on four cohorts (n = 170) at two Universities (Undergraduate and Masters). While findings show the interpersonal significantly underpinned performance and outcome, critical thinking—though embedded in Masters programme performance—was less significant, particularly in the undergraduate programmes. The study concludes that we cannot assume interpersonal and critical thinking capabilities are always incorporated into the learning process and attention should be paid to the overt measurement of interpersonal and critical thinking capabilities together with the processes and mechanisms by which they are focused on in programmes.