Policy Compliance by Central Administrative Agencies: the Policy of Relocation to Sejong City

2021 ◽  
Vol 59 (1) ◽  
pp. 29-50
Author(s):  
Bong Hwan Kim ◽  
Yeejin Jeon
2020 ◽  
Vol 51 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Yavor Paunov ◽  
Michaela Wänke ◽  
Tobias Vogel

Abstract. Combining the strengths of defaults and transparency information is a potentially powerful way to induce policy compliance. Despite negative theoretical predictions, a recent line of research revealed that default nudges may become more effective if people are informed why they should exhibit the targeted behavior. Yet, it is an open empirical question whether the increase in compliance came from setting a default and consequently disclosing it, or the provided information was sufficient to deliver the effect on its own. Results from an online experiment indicate that both defaulting and transparency information exert a statistically independent effect on compliance, with highest compliance rates observed in the combined condition. Practical and theoretical implications are discussed.


Author(s):  
Alexander Brown

Section I identifies the weaknesses in existing accounts which locate the legitimacy of expectations in underpinning laws and legal entitlements (the Law-Based Account), in the substantive justice of expectations and/or the justice of the basic structure which forms the background to expectations (the Justice-Based Account), or in the legitimacy of the governing agencies and political authorities whose acts and omissions are both the cause and the subject of expectations (the Legitimate Authority-Based Account). Section II introduces a rival account, the Responsibility-Based Account, according to which the legitimacy of expectations depends on the responsibility of governmental administrative agencies for bringing about agent’s expectations, allied to those agencies already having been given or having assumed a role responsibility for making binding decisions affecting the important interests of agents. Finally, Section III expounds in more detail the complex theory of responsibility that undergirds the Responsibility-Based Account.


2021 ◽  
pp. 1-22
Author(s):  
Emily Berg ◽  
Johgho Im ◽  
Zhengyuan Zhu ◽  
Colin Lewis-Beck ◽  
Jie Li

Statistical and administrative agencies often collect information on related parameters. Discrepancies between estimates from distinct data sources can arise due to differences in definitions, reference periods, and data collection protocols. Integrating statistical data with administrative data is appealing for saving data collection costs, reducing respondent burden, and improving the coherence of estimates produced by statistical and administrative agencies. Model based techniques, such as small area estimation and measurement error models, for combining multiple data sources have benefits of transparency, reproducibility, and the ability to provide an estimated uncertainty. Issues associated with integrating statistical data with administrative data are discussed in the context of data from Namibia. The national statistical agency in Namibia produces estimates of crop area using data from probability samples. Simultaneously, the Namibia Ministry of Agriculture, Water, and Forestry obtains crop area estimates through extension programs. We illustrate the use of a structural measurement error model for the purpose of synthesizing the administrative and survey data to form a unified estimate of crop area. Limitations on the available data preclude us from conducting a genuine, thorough application. Nonetheless, our illustration of methodology holds potential use for a general practitioner.


2021 ◽  
pp. 002205742110288
Author(s):  
Karen Elizabeth Bohlin

Educational leaders are required to respond in real time to questions, quandaries, and cases that involve individuals in different contexts. They face an array of possible choices that exist in tension. Justice and fairness must coexist with mercy and compassion; in enforcing policy, compliance must make room for flexibility in special cases. School leaders are called to adjudicate competing goods and teach others to do the same. This article examines what practical wisdom is, why it matters, and introduces a theoretically grounded Practical Wisdom Framework (PWF) to help school leaders deliberate well to create and sustain formative institutions.


1940 ◽  
Vol 10 (4) ◽  
pp. 343
Author(s):  
Ward G. Reeder

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