Refining the UN E-participation Index: Introducing the deliberative assessment using the Varieties of Democracy data

2021 ◽  
pp. 101656
Author(s):  
Yury Kabanov
Keyword(s):  
Participation Index

ower and satisfaction analysis : An application to the Belgian House of Representatives

Res Publica ◽  
1987 ◽  
Vol 29 (4) ◽  
pp. 649-661
Author(s):  
Luc Lauwers ◽  
Patrick Uytterhoeven
Keyword(s):  
Political Parties ◽  
House Of Representatives ◽  
Power Relations ◽  
The Other ◽  
Election Results ◽  
Post War ◽  
Participation Index ◽  
Satisfaction Analysis

Using post-war election results for the Belgian House of Representatives, the power relations among political parties are analysed by calculating power- and satisfaction indices. Also, a participation index has been constructed to calculate the probability that a party will join a government coalition.Since the election of 1981 the traditional parties ( christian-democrats, socialists and liberals) join the same Banzhof power and participation probability. The other parties represent no power and participation valueat all.

Exploring the Relation Between the Digital Divide and Government's Effort to Develop E-Participation

2022 ◽  
pp. 997-1018
Author(s):  
Rosario Perez-Morote ◽  
Carolina Pontones Rosa ◽  
Esteban Alfaro Cortes
Keyword(s):  
Digital Divide ◽  
Negative Impact ◽  
Political Freedom ◽  
Ageing Population ◽  
Technological Infrastructure ◽  
Political Processes ◽  
Country Level ◽  
Participation Index ◽  
The Relationship ◽  
Practical Implications

According to the digital divide theory, the provision of opportunities to broaden participation in political processes pose a challenge for governments worldwide. In this research, the authors analyze the relationship between the evolution governments' effort to develop citizen e-participation in public policy—measured through the UN's e-participation index—and that of national contexts variables identified by the digital divide theory at country level, using panel data for 178 countries over the period 2008-2016. The results confirm the strong and positive connection between EPI and economic development and technological infrastructure of the countries, ageing population associated to higher life standards, as well as a negative impact of rurality, gender, and political freedom and democracy result not influential, as well as education. Some practical implications derive from the findings, contributing to explain performance differences across different national settings and identifying current inequalities that still require public action to bridge the divide.

Comparative Data on High Participation Systems

2018 ◽  
pp. 39-67 ◽  
Author(s):  
Patrick Clancy ◽  
Simon Marginson
Keyword(s):  
Higher Education ◽  
Comparative Data ◽  
Statistical Measures ◽  
Data Limitations ◽  
High Participation ◽  
Higher Education Participation ◽  
Education Participation ◽  
Participation In Higher Education ◽  
Participation Index

This chapter provides and discusses existing comparative data on higher education participation between various countries. The chapter starts with a review of the principal measures of participation, noting an inevitable tradeoff between optimum statistical measures and what is feasible given data limitations. After surveying participation in higher education in all countries, and noting that almost three-quarters have achieved enrolment ratios of at least 15 per cent, the chapter provides more detailed comparisons of the OECD member countries. The chapter proposes a composite Higher Education Participation Index which combines enrolment and output measures.

Exploring the Relation Between the Digital Divide and Government's Effort to Develop E-Participation

2020 ◽  
Vol 16 (3) ◽  
pp. 26-44
Author(s):  
Rosario Perez-Morote ◽  
Carolina Pontones Rosa ◽  
Esteban Alfaro Cortes
Keyword(s):  
Digital Divide ◽  
Negative Impact ◽  
Political Freedom ◽  
Ageing Population ◽  
Technological Infrastructure ◽  
Political Processes ◽  
Country Level ◽  
Participation Index ◽  
The Relationship ◽  
Practical Implications

According to the digital divide theory, the provision of opportunities to broaden participation in political processes pose a challenge for governments worldwide. In this research, the authors analyze the relationship between the evolution governments' effort to develop citizen e-participation in public policy—measured through the UN's e-participation index—and that of national contexts variables identified by the digital divide theory at country level, using panel data for 178 countries over the period 2008-2016. The results confirm the strong and positive connection between EPI and economic development and technological infrastructure of the countries, ageing population associated to higher life standards, as well as a negative impact of rurality, gender, and political freedom and democracy result not influential, as well as education. Some practical implications derive from the findings, contributing to explain performance differences across different national settings and identifying current inequalities that still require public action to bridge the divide.

scholarly journals Challenges in the Creation, Development and Implementation of MOOCs: Web Science Course at the University of Southampton

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 37-44 ◽  
Author(s):  
Maria-del-Mar Sánchez-Vera ◽  
Manuel León-Urrutia ◽  
Hugh Davis
Keyword(s):  
Course Design ◽  
Online Course ◽  
Distinctive Features ◽  
Massive Open Online Course ◽  
Advantages And Disadvantages ◽  
Web Science ◽  
E Learning ◽  
The Creation ◽  
The University ◽  
Participation Index

Massive is one of the distinctive features of MOOCs which differentiate them from other e-learning experiences. This massiveness entails certain possibilities, but also some challenges that must be taken into consideration when designing and implementing a Massive Open Online Course, in relation to context, work progress, learning activities, assessment, and feedback. This document presents an analysis of the advantages and disadvantages of the massive aspect of MOOCs, and specifically it narrates the experience of creating a MOOC on Web Science, developed at the University of Southampton (United Kingdom) using the new FutureLearn platform, in autumn 2013. In this document, the importance of Web Science as an emerging field is analyzed and its origins explored. The experience gained from the decisions and the work progress developed for the creation and implementation of a specific MOOC is also shared here. The final section of the paper analyses some data from the MOOC in Web Science, including the participation index, the comments and interactions of some participants, tools used, and the organization of facilitation. Challenges involved in running a MOOC related to course design, platform use and course facilitation are also discussed. El carácter masivo es una de las peculiaridades de los MOOC, que lo diferencian de otro tipo de experiencias de aprendizaje en red. Este hecho configura una serie de posibilidades, pero también una serie de retos que hay que tener en cuenta a la hora de diseñar e implementar un curso masivo en red, en relación, por ejemplo, a los contenidos, el proceso de trabajo, las actividades, la evaluación y el feed-back. Este trabajo presenta un análisis de las ventajas y desventajas del carácter masivo de los MOOC y concretamente describe la experiencia de creación de un MOOC sobre Web Science desarrollada en la Universidad de Southampton (Reino Unido) en la plataforma FutureLearn durante el otoño de 2013. Se analiza la importancia del estudio de la rama de Web Science y cómo se originó esta experiencia. También describen las decisiones y el proceso de trabajo desarrollado para la creación e implementación del MOOC en concreto. Se termina este trabajo analizando alguno de los datos que se han obtenido, como el índice de participación (ligeramente elevado respecto a la media de los MOOC), los comentarios de los participantes, la manera de gestionar la facilitación del curso y algunos de los retos que nos encontramos a la hora de gestionar un MOOC, que se relacionan con el diseño del curso, la plataforma que se utiliza y cómo se organiza la facilitación del curso.

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