Dissertations / Theses: 'Policy making and implementation'

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Chisum, Jamie Brett, Anna Carollo Cross, Jill S. Geiser, and IV Charles Alexander Grandson. "Turning Around Schools: A View From Teachers as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3812.

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Thesis advisor: Rebecca Lowenhaupt This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. The study findings were that teachers recognized three main stages of turnaround. In the first stage building principals used directive leadership to build a unified vision. Implementers reported that this unified vision was partly brought about by the removal of any teaching staff not in line with the principal's turnaround plan. The second stage of turnaround centered on building teacher capacity through internal and external professional development. Internal professional development meant creating multiple meeting configurations where teachers could stay in touch with the turnaround process, offer input, and continually learn from each other. External professional development involved developing teacher skills to more effectively and more rapidly raise student achievement. Findings from across four different implementer groups pointed to the importance of building teachers' ability to understand and use data to improve their instruction as well as student learning. Time for both types of professional development came largely from the introduction of extended learning time (ELT) that was paid for through state and federal grant monies. In the third stage teachers worried about the sustainability of turnaround once the resources from state and federal grants were gone. Hope for sustainability was found most present within the bonds formed by teachers who grew to rely on and trust one another during the arduous work of school turnaround Thesis (EdD) — Boston College, 2014 Submitted to: Boston College. Lynch School of Education Discipline: Educational Leadership and Higher Education

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Sakr, Naomi. "The making and implementation of Egyptian policy towards satellite television broadcasting." Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323130.

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Infantino, Federica. "Bordering Europe abroad : Schengen visa policy implementation in Morocco and transnational policy-making from below." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209200.

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The constitution of the European visa regime has deservingly received much scholarly attention. It has been analyzed as part of the policy toolkit that displaces migration control away from the edges of the territory of Europe. Nevertheless, the street-level implementation of this European policy in national consulates remains understudied. This dissertation sheds ethnographic light on Schengen visa policy implementation that is conceptualized as bordering policy. By delivering Schengen visas, state and nonstate organizations achieve the filtering work of borders; this dissertation therefore investigates the day-to-day bordering of Europe abroad and using a comparative approach and focusing on from the theoretical perspective of street-level policy implementation. The analysis builds on a comparative case study: it focuses on the visa sections of the consulates of two old immigration countries, Belgium and France, and one new immigration country, Italy, which implement visa policy in a same third country, i.e. Morocco. This study highlights cross-national differences of visa policy day-to-day implementation that are due to shifting historical backgrounds, national sense-making of visa policy, and distinct organizational conditions. However, the comparative research design and the inductive epistemological approach deployed have revealed processes of transfer at the implementation level, which result in transnational policy-making from below. Informal interactions between actors constitute a ‘community of practice’ based on the desire to share local and practical knowledge rather than expert knowledge in order to address problems linked to day-to-day implementation.La construction d’un régime européen de visas représente un domaine de recherche important. Ceci a été analysé comme un des instruments politiques qui déplacent le contrôle migratoire au delà des limites du territoire européen. Cependant, la mise en œuvre dans les consulats nationaux reste très peu étudiée. Cette thèse analyse la mise en œuvre de la politique du visa Schengen conceptualisée comme politique des frontières. Par la délivrance du visa Schengen, organisations étatiques et non-étatiques réalisent le travail de filtrage des frontières. Cette thèse investigue la construction quotidienne de la frontière européenne à l’étranger en privilégiant la perspective théorique de la mise en œuvre des politiques publiques. L’analyse s’appuie sur un cas d’étude comparé. Elle se concentre sur les services visas des consulats de deux anciens pays d’immigration, la France et la Belgique, et un nouveau pays d’immigration, l’Italie, qui mettent en œuvre la politique du visa dans un même État tiers :le Maroc. Cette étude met en évidence des différences nationales importantes qui sont dues aux différents passés historiques, à l’attribution d’un sens national à la politique du visa, aux conditions organisationnelles distinctes. Toutefois, la méthodologie comparative et l’approche épistémologique inductive choisis ont permis de mettre en exergue des processus de transferts au niveau de la mise en œuvre qui constituent l’action publique transnationale par le bas. Les interactions informelles entre les acteurs constituent une ‘communauté de pratiques’ basé sur le désir de partager un savoir pratique et local qui sert à adresser des problèmes liés à la mise en œuvre au quotidien. Doctorat en Sciences politiques et sociales info:eu-repo/semantics/nonPublished

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Mtegha, Chigomezgo L. D. "Cabinet decision making in Malawi and Zambia : implications for development policy implementation." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3755.

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Word processed copy. Includes bibliographical references (leaves 61-66). The study unravels the nature of Cabinet decision making in African Public Sector systems, and discusses its implications on development policy implementation. The demands on the State, and its key machinery, the Public Service, have evolved over time. Many states, including Zambia and Malawi, have since independence seen a decline in the welfare of their citizens, despite the plethora of development policy instruments that have been put in place to address this worrying situation. Weak policy implementation has been cited as the problem.

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Ako, Willy Yamuna. "Factors affecting the formulation and implementation of the 1993 educational reform in Papua New Guinea." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268828.

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Boeuf, Blandine Gisele. "The use of policy appraisal in water policy making : comparing WFD implementation in England and France." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/20917/.

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Of all natural resources, water is particularly under pressure due to its intensive use. Therefore, it is vital to better understand the decision-making processes that could reverse trends in environmental deterioration. Policy appraisal tools can help decision makers develop sustainable public policies, as they support evidence-based policy choices. In practice, however, they are rarely used as a basis for decisions. In this context, this PhD has aimed to answer the following research question: How can we explain the different uses of policy appraisal - in particular of economic analysis – beyond evidence-based policy making in water decision making? To this end, I studied the case of the EU Water Framework Directive (WFD) (2000/60/EC) and the use of cost-benefit analysis in its application in the United Kingdom and France, as recent examples in which economic-based policy appraisal plays, in principle, a key role. I showed that appraisal tools could reflect political objectives and environmental policy ambitions in two ways. Firstly in the choice of the appraisal tool itself, which follows a specific logic. Secondly, the operationalisation of the tool selected may be influenced by political goals. As a consequence, the use of policy appraisal for evidence-based decision making can partly be explained by the discrepancy between the output of the appraisal and the political objectives pursued. More generally, I found that the politics stream – i.e. the political context - determines the presence and importance of appraisal tools in the policy process and explains further uses, in particular in problem definition and policy formulation. I also provided an empirical contribution to the knowledge on WFD implementation in member states. I explained the process of setting objectives and exemptions in two member states, and the role that economic analysis played in the decision-making process. I showed that ambitions related to the implementation of the WFD, and the political context more generally, shaped the decisions on the analytical tools used and that choices made in the operationalisation of these tools partly influenced the protection standards of individual water bodies. These results imply that debates on the use of policy appraisal in WFD implementation should go beyond experts’ circles and be considered in the political sphere.

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Ormeño, Pérez Rodrigo Andres. "The tax policy-making process in practice : a field study in Chile." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/18830.

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The purpose of this research project is to examine the technical, political, social, organisational and cultural ‘practices’ of tax policy making in order to gain an in-depth understanding of certain tax rules in the Chilean context. Consistent with a qualitative interpretivist approach, this study is informed by documents and three phases of face-to-face interviews with a range of actors engaged in the process of (re)making tax regulation. Through the views of a wide spectrum of participants, including policy makers (broadly defined), tax administrators, academics, tax practitioners and taxpayers, theoretical concepts were inductively developed. These concepts were combined with related tax policy literature and Bourdieusian concepts to construct a theoretical/conceptual framework which was later applied in interpreting the findings. The findings reveal how an élite group of agents forms a social space connected with the field of power. In this space, these agents define tax policy, draft legislation and budget for economic effects. This thesis illustrates how these agents mobilise different forms of capital from their respective fields in order to reach and access this social space. Transfer pricing processes highlight the fluidity of these spaces, allowing the access and influence of external forces. The research also shows that other stages are more distant from the field of power. The findings suggest the importance of tax knowledge and information in the development of tax regulation. Tax knowledge and information become a capital at stake which agents struggle to acquire. Empirical data show that the amount of tax knowledge and information in the space relating to the field of power is connected with the content and robustness of the transfer pricing rules under analysis. This research also suggests a high concentration of transfer pricing tax knowledge in very few agents across the bureaucratic, professional services and corporate/business fields. This research also shows the influence of social capital in the tax policy-making field. The findings show that bureaucrats and politicians consult with those connected with them who are subjects of trust. In the particularities of transfer pricing, the findings illustrate the importance of social capital in defining the content of tax rules. Finally, the study also shows how domination and two forms of violence are present and exercised across the tax policy-making field. This is one of only a few studies that have examined the practice of tax policy making holistically, from the very early stages to the application of the rules in practice, broadly contributing in this respect to the tax policy strand of literature. In contrast to previous descriptive and partial studies, this study captures the views of actors responsible for making tax rules. It also contributes to theory development by translating Bourdieusian tools to analyse tax policy making.

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Sule, Attila. "The European Union in peace operations : limits of policy-making and military implementation." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/1061.

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Approved for public release; distribution is unlimited The 1992 European Union (EU) Common Foreign and Security Policy (CFSP, Maastricht Treaty) marked a turning point in the trans-Atlantic relationship. The Balkan conflicts and broader political changes in the 1990s compelled the EU to assume more responsibility in peace operations. The EU's 60,000 strong Rapid Reaction Force (RRF) is planned to be operational in 2003. Will the EU be able to conduct Petersberg-type peace operations? This thesis analyzes policy and military shortfalls of the Balkan peacekeeping effort. Questions about the legitimacy of armed humanitarian interventions, about difficulties in common policy formulation and translation to sound military objectives are the core problems of civil-military relations in European peace operations. The case studies focus on the EU failure to resolve the Bosnian crises between 1992-95, and on the gaps between NATO policies and military objectives in the operations of 'Implementation Force' in Bosnia and 'Allied Force' in Kosovo. The thesis considers developments in EU CFSP institutions and EU-NATO relationship as well as the EU's response to terrorist attacks on September 11 2001. The thesis argues that the difficulty in EU CFSP formulation limits the effective use of RRF in military operations. Major, Hungarian Army

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Meyer, J. A. "Information management and technology in public policy making and implementation in South Africa." Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/27790.

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Please read the abstract (Summary) in the 00front part of this document Thesis (DPhil (Public Administration))--University of Pretoria, 2006. School of Public Management and Administration (SPMA) unrestricted

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Sul̈e, Attila. "The European Union in peace operations : limits of policy-making and military implementation /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FSule.pdf.

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Thesis (M.A. in International Security and Civil-Military Relations)--Naval Postgraduate School, March 2003. Thesis advisor(s): Donald Abenheim, Karen Guttieri. Includes bibliographical references. Also available online.

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Leekley, Edward H. "A scenario generator for public policy and program implementation." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-165432/.

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Chua, Paul Meng-Huat. "Loose-tight policy interpretation and implementation : principals' sense-making of educational policies in Singapore." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055601/.

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Hellberg, Ann-Sofie. "Governments in control? : the implications of governance and policy entrepreneurship in electronic government." Doctoral thesis, Örebro universitet, Handelshögskolan vid Örebro Universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-43987.

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Dellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Thesis, Curtin University, 1990. http://hdl.handle.net/20.500.11937/426.

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This study analyses, interprets and describes the dynamics of the change process occurring as members of three secondary school communities attempted to implement a Ministry of Education initiative involving the establishment of a school-based decision-making group.A review of literature on innovation and change, organization theory and school improvement is presented as a basis for the establishment of a conceptual framework for the study. Within this framework, implementation is viewed as the interaction of the innovation with the characteristics of each adopting school. These interactions are viewed as occurring within two change environments. The first, the general change environment, is shared by all schools under study. This environment reflects the broader economic, political and educational pressures prompting change. The second environment is specific to each school. It forms the immediate context within which the implementation process occurs. Before examining the specific nature of the implementation process within each school site, attention is given to the general change environment from which the innovation emerged. This is accompanied by an analysis of the evolutionary nature of the innovation itself as it underwent progressive clarification at Ministry of Education level.To assess the influence that specific environmental characteristics have on the implementation process, schools with markedly differing setting characteristics were selected for study. An instrument to assess school organizational climate was developed, (SOCQ) and then administered to twenty three secondary schools in the Perth metropolitan area. The resulting data were analysed and used to select three schools with distinctly different organizational climate characteristics for closer study of the implementation process.For each school, detailed portrayals of the implementation events were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.

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Mbokazi, Nonzuzo Nomfundo Mbalenhle. "Understanding policy making and policy implementation with reference to land redistribution in South Africa : case studies form the Eastern Cape." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018197.

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This thesis focuses on land reform in post-apartheid South Africa and specifically on land redistribution, as one of the main pillars of land reform. There have been many studies undertaken on land redistribution in South Africa and these studies offer deep criticisms of the prevailing land redistribution model (a market-led, but state-assisted model) and the ways in which this model has failed to meaningfully address colonial dispossession of land. Further, studies have focused on post-redistribution livelihoods of farmers and the many challenges they face. One significant gap in the prevailing literature is a sustained focus on the state itself, and particularly questions around policy formation and implementation processes pertaining to land redistribution. Delving into policy processes is invariably a difficult task because outsider access to intra-state processes is fraught with problems. But a full account of land redistribution in South Africa demands sensitivity to processes internal to the state. Because of this, it is hoped that this thesis makes a contribution to the existing South African land redistribution literature. In pursuing the thesis objective, I undertook research amongst farmers on selected redistributed farms outside Grahamstown in the Eastern Cape, as well as engaging with both current and former state land officials. Based on the evidence, it is clear that the policy process around land in South Africa is a complex and convoluted process marked not only by consensus-making and combined activities but also by tensions and conflicts. This, I would argue, is the norm with regard to what states do and how they work.

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Grandson, IV Charles Alexander, Jamie Brett Chisum, Anna Carollo Cross, and Jill S. Geiser. "Turning Around Schools: A View From the Superintendent / Central Office as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3815.

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Thesis advisor: Rebecca Lowenhaupt Thesis advisor: Lauri Johnson This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, a research gap exists specifically around addressing implementation of mandated turnaround policy. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. This study seeks to understand the role of central office in turnaround policy sense-making by collecting data on superintendent and central office administrator sense-making and its impact on policy implementation. While recent research on school improvement has focused on school improvement actions and responsibilities of principals and teachers, this study seeks to address the research gap of the essential role of school district offices in school turnaround. In seeking to understand how district leaders make sense of turnaround policy implementation to support school turnaround, the findings revealed that the superintendent and central office administrators identified strong superintendent leadership, monitoring and supporting schools, strategic distribution of resources, and management of human capital as key implementer actions and areas of influence Thesis (EdD) — Boston College, 2014 Submitted to: Boston College. Lynch School of Education Discipline: Educational Leadership and Higher Education

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Dellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Curtin University of Technology, Department of Education, 1990. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15568.

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This study analyses, interprets and describes the dynamics of the change process occurring as members of three secondary school communities attempted to implement a Ministry of Education initiative involving the establishment of a school-based decision-making group.A review of literature on innovation and change, organization theory and school improvement is presented as a basis for the establishment of a conceptual framework for the study. Within this framework, implementation is viewed as the interaction of the innovation with the characteristics of each adopting school. These interactions are viewed as occurring within two change environments. The first, the general change environment, is shared by all schools under study. This environment reflects the broader economic, political and educational pressures prompting change. The second environment is specific to each school. It forms the immediate context within which the implementation process occurs. Before examining the specific nature of the implementation process within each school site, attention is given to the general change environment from which the innovation emerged. This is accompanied by an analysis of the evolutionary nature of the innovation itself as it underwent progressive clarification at Ministry of Education level.To assess the influence that specific environmental characteristics have on the implementation process, schools with markedly differing setting characteristics were selected for study. An instrument to assess school organizational climate was developed, (SOCQ) and then administered to twenty three secondary schools in the Perth metropolitan area. The resulting data were analysed and used to select three schools with distinctly different organizational climate characteristics for closer study of the implementation process.For each school, detailed portrayals of the implementation ++ events were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to ++ change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.

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Fan, Alice. "An assessment of environmental impacts of a nextGen implementation scenario and its implications on policy-making." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/57881.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2010. Cataloged from PDF version of thesis. Includes bibliographical references (p. 109-115). With demand for aviation projected to grow by 5% per year over the next 20 to 25 years, policy makers must not only consider ways to ensure that the air transportation system can accomodate significant growth, but also how their policy decisions will affect the environment. Because environmental issues are becoming increasingly apparent, the sustainability of policy measures will likely constrain responses to this potential increase in aviation demand. Policy makers will need to consider various trade-offs that come with policy decisions, and find ways to balance the demands of the air transport system with the need to reduce the environmental impact of aviation. This thesis assesses the environmental impacts of implementing a policy scenario, which employs both operational and technological improvments to the air transport system. The impacts are presented in both physical and monetary metrics using the Aviation environmental Portfolio Management Tool, to allow for a comparison of trade-offs among different environmental effects. This thesis discusses the limitations of this particular scenario, while also providing an overview of policy-making models, and the observed weaknesses in current policy-making processed involving technical data. In particular, it identifies the mismatch between needs of those involved in the policy-making process, and the information provided by analysts, which can be an obstacle to developing credible and objective support for a policy proposal. It finally provides suggested methods for improving the relationship between different groups involved in developing policy to allow for better informed decision-making, and a more fluid policy-making process. by Alice Fan. S.M.

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McVicar, Malcolm. "The National Advisory Body planning exercise 1984/85 : an analysis of educational policy making and implementation." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019720/.

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This research project is a study of organisational decision-making in higher education. It attempted to address three main topics. The first, and the major concern, was a multiple case study of how two English polytechnics dealt during 1982 and 1983 with the first national planning exercise of the National Advisory Body for Local Authority Higher Education. This exercise was intended to determine the overall numbers of students in the local authority sector in 1984-85 and their distribution between institutions, programme areas, levels of study and modes of attendance. The study assessed the applicability of models in the description and explanation of the colleges' decision making processes. It also examined the ways in which the eventual policy outturn was implemented. It was therefore a study of organisational decision-making and policy implementation in the context of a new, national policy initiative which placed the colleges under stress. The second topic was an analysis of the context of the organisational study and provided a description and interpretation of the 1984-85 planning exercise. This assumed that the policy development could only be studied from subjective ideological perspectives on the distribution of power in society and the role of education within those perspectives. The third topic, which it was only possible to touch upon, was to explore the link between the analysis of organisational decision-making and theories of societal power distribution. The main conclusion was that there was no single model of organisational decision-making which provided a satisfactory explanation of the decision-making processes. Rather, a number of models are appropriate to describe different stages of a complex process. The research identified the political model of organisational decision-making and the pluralist model of power distribution as having particular relevance for these case studies.

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Hurford, Grace. "Power and politics in UK mental health services." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369239.

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Geiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.

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Thesis advisor: Rebecca Lowenhaupt This single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA Thesis (EdD) — Boston College, 2014 Submitted to: Boston College. Lynch School of Education Discipline: Educational Leadership and Higher Education

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Flutter, Chlöe. "A regional perspective on the French 35 hour week policy : tracing policy-making and implementation from nord-Pas-de-Calais to Paris." Thesis, University of Oxford, 2003. http://ora.ox.ac.uk/objects/uuid:1f981bd7-5f74-487c-be60-e8c481dcae4b.

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In 1998, the French Socialist Government reduced the statutory workweek to 35 hours. This work time reduction policy was implemented in response to the country's chronic unemployment problem, which had seen unemployment average over 10% during the previous decade. The 35 hour week sought to reduce unemployment by spreading the existing stock of jobs more widely and by stimulating job creation. This policy choice was received with considerable scepticism from commentators outside of France. Critics argued that the 35 hour week diverged too greatly from the international orthodoxy of a flexible and deregulated labour market and, given the convergence pressures caused by contemporary globalisation, would reduce French competitiveness. The implication was that governments no longer had the freedom to implement employment policy that diverged from the international norm. In this thesis, I reconsider this argument. I undertake a political economy analysis of the use of work time reduction policy in France from the perspective of the regional labour market of Nord-Pas-de-Calais. In doing so, I focus on the implementation of the 35 hour week policy in this high unemployment region. In addition, I focus on the regional work time reduction policy implemented in Nord-Pas-de-Calais, which predated the national 35 hour week policy and was the source of several of its key features. Thus, I provide a regional perspective on the French 35 hour week policy, an alternative to the 'top down' perspective taken by its critics. Throughout this research, I concentrate on three key issues: (1) the logic of work time reduction policy within the local labour market in France, using Nord-Pas-de-Calais as my case study; (2) the method of policy-making and the importance of geographic scale; and (3) the viability of France's work time reduction policy in the face of globalisation. My aim is to understand the policy process that led to this policy choice, to appreciate how traditions of economic governance influenced its formation and implementation in the local labour market, and to study how these traditions influenced the ability of work time reduction policy to reduce unemployment. I show, first, that French traditions of labour market governance, on which work time reduction policy is based, continue to have meaning in the local labour market, with the public continuing to demand policy consistent with its ideals. Second, I show that scale contributes to policy outcomes and policy innovation, suggesting the importance of geographic factors in the policy, process, such as the spatial match between the policy and policy problem, the transfer of policy between scales, and issues such as proximity and homogeneity. Third, I show that the success of work time reduction policy is largely dependent upon socially determined factors including effective negotiation, preferences between work and leisure, and empathy for the unemployed. Fourth, I show that the 35 hour week policy was not incompatible with international demands for labour market flexibility because it provided significant scope for productivity gains via its design and increased flexibility in the use of work time, albeit within constraints. Therefore, by examining the making and implementation of work time reduction policy in France from a regional perspective, I show that while globalisation places genuine exogenous constraints on the policy choices of government, there nonetheless remains considerable scope within these constraints, especially when implementing policy that is compatible with traditions of governance that continue to resonate in the local labour market.

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Zheng, Jinming. "A comparative analysis of the policy process of elite sport development in China and the UK (in relation to three Olympic sports of artistic gymnastics, swimming and cycling)." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17382.

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This thesis seeks to analyse the policy making and policy implementation processes of elite sport in China and the UK, covering the period 1992-2012. Three sports are selected for detailed cases studies: artistic gymnastics, swimming and cycling. They represent a wide range of sports in two countries, based on their varying competiveness, weights and traditions. Key areas including organisational structure, financial support, talent identification and athlete development, coaching, training, competition opportunities, scientific research and others (including international influence and other sport- and country-specific areas) are identified to organise the discussion. The aim is not only to present key characteristics of the development of each sport in China and the UK respectively and to introduce the successful experience and problems but also to form a basis for the discussion of policy making, policy implementation and policy changes.

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Danaher, Mike, and n/a. "The Influences on and Effectiveness of Environmemntal Policy-Making and Implementation in Japan: The Issue of Wildlife Preservation." Griffith University. School of International Business and Asian Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051103.145726.

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This dissertation provides a descriptive-analytic study of the reasons and influences underlying Japan's less than progressive policy record on wildlife preservation, domestically and globally, since 1980. This research is important for a number of reasons, but mainly it helps us to test a number of theoretical models about: policy-making in Japan; Japanese environmental diplomacy; social movements; and corporatism. I hypothesise that apart from a common sense of purpose that binds the different policy actors together, Japan's poor record on wildlife preservation is a derivative of the way environmental NGOs have been marginalised and excluded from the policy process. This hypothesis links to Japan's public safety, and food and economic security concerns whereby these concerns tend to frame and guide policy-making on wildlife and nature issues. Using case study and participant observation methodologies to gather empirical evidence, this dissertation analyses both Japanese state behaviour towards global and domestic wildlife issues, and the changing relationships between the Japanese state, foreign pressure and environmental NGOs, in order to confirm or deny the hypothesis. The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) and the Ramsar Convention are the two environmental regimes which provide the context and issues for the analyses. The research concludes that there is convincing evidence to support the hypothesis. The research also reveals the positive, although subtle, sea changes which are occurring in Japanese environmental politics in the light of the continuing changes taking place in both Japan's broader political economy and in the international community.

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Danaher, Mike. "The Influences on and Effectiveness of Environmemntal Policy-Making and Implementation in Japan: The Issue of Wildlife Preservation." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365754.

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This dissertation provides a descriptive-analytic study of the reasons and influences underlying Japan's less than progressive policy record on wildlife preservation, domestically and globally, since 1980. This research is important for a number of reasons, but mainly it helps us to test a number of theoretical models about: policy-making in Japan; Japanese environmental diplomacy; social movements; and corporatism. I hypothesise that apart from a common sense of purpose that binds the different policy actors together, Japan's poor record on wildlife preservation is a derivative of the way environmental NGOs have been marginalised and excluded from the policy process. This hypothesis links to Japan's public safety, and food and economic security concerns whereby these concerns tend to frame and guide policy-making on wildlife and nature issues. Using case study and participant observation methodologies to gather empirical evidence, this dissertation analyses both Japanese state behaviour towards global and domestic wildlife issues, and the changing relationships between the Japanese state, foreign pressure and environmental NGOs, in order to confirm or deny the hypothesis. The Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) and the Ramsar Convention are the two environmental regimes which provide the context and issues for the analyses. The research concludes that there is convincing evidence to support the hypothesis. The research also reveals the positive, although subtle, sea changes which are occurring in Japanese environmental politics in the light of the continuing changes taking place in both Japan's broader political economy and in the international community. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) School of International Business and Asian Studies Full Text

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Mampuru, Motubatse William. "Challenges faced by secondary schools in the implementation of "No fee Schools Policy" in the Sekhukhune District of Limpopo Province." University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1117.

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Thesis (M.A.) --University of Limpopo, 2012 The study was undertaken because the researcher was concerned about the denial of poor learners the right to education, as their parents could not afford to pay School Fees due to high unemployment and poverty in rural schools. The researcher noticed that schools sent learners home to collect school fees and also withheld learner reports until the required amount was paid. As a result, “Fee Exemption policy” was available to exempt poor parents from paying School Fees, but it was not effective because schools did not inform them to apply for this policy. As a result, poor learners decide to dropout. The government introduced “no-fee-schools” policy to end marginalisation of poor learners. Further, it appeared that School Allocations are little because rural schools have a shortage of school facilities and some of the facilities are too expensive.A purposive sampling strategy was used to select 3 public secondary schools as research sites and 26 respondents as a sample of the target population. Respondents consisted of 8 members; the principal, SGB member and 6 educators from School A; Nine (9) respondents; the principal, 2 SGB members and 6 educators from School B; the principal, 2 SGB members and 6 educators from School C. Twenty-six respondents were considered to be sufficient because my focus was not on representation. The respondents were considered to be key informants with required data. Interviews and document analysis were used as data collection methods. The researcher used semi-structured interviews because they are interactive, and they also give the respondents a voice associated with their perspectives and experiences. Document analysis was used to supplement data collected through interviews. The interviewees discovered that learners were denied the right to education, despite the departmental policies formulated to help poor learners and theirparents. Furthermore, “no-fee-schools” policy was formulated to enable poor students to access education, but it is problematic because School Allocation is not deposited to school accounts on time and does not cover all the school costs. The study recommends that poor learners should not be denied the right to education and that the departmental policy (viz., Fee Exemption Policy) should be monitored to ensure that marginalised learners benefit from this scheme. This policy should also be budgeted for so as to enable poor schools to purchase modern facilities to improve the quality of teaching and learning and employ extra educators so as to reduce the educator-learner ratios and so on.

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Parkin, Glenda. "Confusion, clarity, cohesion, disintegration: a study of curriculum decision-making in citizenship education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2305.

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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

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Bierut, Beata Katarzyna. "Essays on the making and implementation of monetary policy decisions = Essays over het nemen en uitvoeren van monetaire beleidsbeslissingen /." [Amsterdam] : Thela Thesis, 2005. http://www.gbv.de/dms/zbw/507388496.pdf.

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Kufner, Juergen. "Tall building policy making and implementation in central London : visual impacts on regionally protected views from 2000 to 2008." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/211/.

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This thesis considers the processes of policy making and implementation of tall building development, as well as the management of visual impacts on regionally protected views in particular, in central London between 2000 and 2008, from the initiation of the Greater London Authority to the end of Ken Livingstone's era as Mayor of London. During this eight year period, more than forty tall building projects were processed through the planning system. Regional and local planning authorities, private developers and heritage groups have diverse interests in tall building planning and hence conflicts result regarding policy and implementation processes. The case study of No.1 Blackfriars Road—part of an emerging cluster of tall buildings at Blackfriars Bridge, Southwark—provides a useful exemplar. It is not located in an area that was designated as appropriate for tall buildings and is situated close to central London's historic monuments and conservation areas. I will argue that while a high degree of design quality in tall buildings has been achieved, a severe lack of conflict resolution has led to an upward spiralling of antagonistic interactions, uncertainty and the prolongation of the planning process. Moreover, emerging regional and local policy has strengthened the position of tall building supporters while gradually marginalising opposing heritage groups. Nor has planning policy and assessment methods provided a clear enough basis for decision making. The resulting ambiguity has been exploited by opposing camps which arrive at divergent conclusions regarding tall building projects. Furthermore, the involvement of private sector experts in governmental processes has led to perceptions by heritage groups of conflicts of interest. The thesis concludes by summarising the key aspects identified with regard to the translation of the urban renaissance agenda into tall building policies, the effectiveness of implementing these policies, and the impacts of planning processes on visual impact assessments.

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Beagley, David Edward, and d. beagley@latrobe edu au. "PARENT PARTICIPATION IN CURRICULUM DECISION MAKING: A CASE STUDY." La Trobe University. School of Education, 1996. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20041216.160407.

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This study is an historical study of parent participation in school level decision making, particularly in curriculum issues, in relation to the Victorian Government policies of Devolution through the 1980s. It was conducted as a case study of one rural secondary school, examining how the role of parents in the school�s curriculum development and associated decision making structures may have changed during the decade from the early 1980s to the early 1990s. Three conceptual models were established, which served as analytical frameworks for the field data: a Theory model of how school level participation could operate, a Policies model deriving from the expectations of the major Government policies of the time, and an Historical model based on research and analyses of practice in Australia and overseas. The findings indicate that little effective parent participation developed or took place in the school over the period under study. Major contributing factors identified are the lack of policy direction and official mechanisms, especially in implementation of change, the definition of appropriate participant roles, the culture of traditional authorities in education (teacher in the classroom, principal in school processes and bureaucracy in administration), and the local factors of community attitudes and demographic profile. While the local factors are significant, it is concluded that the policies did not provide sufficient direction or mechanism to overcome the entrenched culture of traditional authorities in schooling. Changes in practice were directed more by the influence of specific personalities in single situations than any development of general attitude or institutional structure.

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Kelly, Michael Patrick. "The implementation of policy : an examination of decision-making in practice; the erection of agricultural workers dwellings in North Devon." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359800.

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Kadji-Beltran, Chrysanthi. "Evaluation of environmental education programmes as a means for policy making and implementation support : the case of Cyprus primary education." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1296/.

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This investigation emerges from the awareness of the marginalisation environmental education faces and the need for the development of an effective policy for the implementation of environmental education in Cyprus. The purpose of the research study is to present. as an end product, information that would be useful in the formation of a National Programme for the implementation of environmental education in Primary Education in Cyprus. The thesis describes the current situation of environmental education and examines current practices. Out of a limited variety of environmental education programmes that currently run in Cyprus Primary Education, the Eco-School project is taken as an example. This research study, firstly, aims to measure the success of the Eco-School project, by testing children's environmental cognition, awareness and action and comparing them to the environmental cognition and action of children in other schools outside the programme. It also attempts to reveal the factors that contribute to successful implementation of the project as well as practices that could be improved or avoided. The teachers' opinions are analysed both at organisational and personal levels. Since they are closely involved in any school innovative project, they should be given the opportunity to express their opinion and experience about the organisation of the policy, their expectations and the problems they foresee. Briefly, the general research aims are to: 1. describe the current situation of environmental education in Cyprus; 2. obtain interested parties' opinions about the development of a National Programme for the implementation of environmental education in Cyprus Primary Education; 3. verify and evaluate the impact of the Eco-School project 4. distinguish the factors that contribute to the successful implementation of an environmental education programme. Finally the information obtained is the basis of a proposal model, which might facilitate environmental education implementation.

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Parkin, Glenda. "Confusion, clarity, cohesion, disintegration : a study of curriculum decision-making in citizenship education /." Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12507.

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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++ the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

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Callerstig, Anne-Charlott. "Making equality work : Ambiguities, conflicts and change agents in the implementation of equality policies in public sector organisations." Doctoral thesis, Linköpings universitet, Tema Genus, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105207.

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The overall aim of this study is to contribute to knowledge about the implementation of equality policies in public sector organisations. This is achieved through the development of a theoretical framework of feminist implementation studies. It involves the study of influential factors that impact upon the implementation process, with the aim of contributing to an understanding of the outcome of implementation processes within the equality policy field. The methodology used is based on qualitative case study research combined with a meta-analysis that allows for comparisons across cases. Four initiatives in the implementation of gender mainstreaming strategy were studied in different contexts, namely, two local municipalities and one government agency in Sweden. The main questions asked are: How was gender mainstreaming implemented? What were the main factors influencing the implementation process and why? What was the impact of change actors working to implement gender mainstreaming? The case studies were conducted using an interactive research approach where the different dilemmas encountered by the gender mainstreaming practitioners are used as a starting point for developing a joint learning process. The thesis comprises an introduction and five published papers. The main findings of the study include how the implementation process developed over time and the impact of the micropractices of the “gender mainstreamers” involved. The study provides insights into the factors influencing the implementation process, and how these factors change over time. Different types and levels of conflict, together and interlinked with different ambiguities, affect the practical work where dilemmas inherent in the concepts of “gender”, “equality” and “change” become central. Overall, the study shows how the specific preconditions for implementation of gender mainstreaming make the local arenas of implementation crucial for understanding the outcomes. Syftet med avhandlingen är att bidra till kunskapen om implementeringen av jämlikhetsstrategier i offentliga organisationer. Detta görs genom utvecklingen av ett teoretiskt ramverk för implementeringsstudier med ett feministiskt perspektiv. För att bidra till en ökad förståelse av de resultat som nås inom jämlikhetspolitiken studeras faktorer som påverkar implementeringsprocessen. Studien är baserad på kvalitativa fallstudier och en meta-analys som möjliggör jämförelser mellan fallstudierna. Fyra olika fall av implementering av jämställdhetsintegreringsstrategin har studerats utifrån olika kontexter; i två svenska kommuner och en statlig myndighet. Avhandlingens huvudsakliga frågeställningar är: Hur implementerades jämställdhetsintegreringsstrategin? Vilka var de huvudsakliga faktorer som påverkade implementeringsprocessen och varför? Hur påverkades processen av de förändringsaktörer som arbetade med att implementera strategin? Fallstudierna har genomförts med en interaktiv forskningsansats i vilken olika dilemman i det praktiska arbetet har använts som utgångspunkt för en gemensam lärandeprocess med de som arbetat med implementeringen av strategin. Avhandlingen är en sammanläggningsavhandling och består av en introduktion och fem publicerade paper. Avhandlingens huvudsakliga resultat inkluderar hur implementeringsprocessen utvecklades över tid och den påverkan som "jämställdhetsintegrerarnas" mikropraktik haft på implementeringen. Avhandlingen visar vilka faktorer som påverkar implementeringsprocessen samt att dessa varierar över tid. Olika slags konflikter påverkar tillsammans och sammanvävt med jämställdhetsstrategiers mångtydighet det praktiska arbetet i vilket dilemman rörande betydelsen av "kön", "jämlikhet/jämställdhet" och "förändring" blir centrala. Sammantaget visar avhandlingen hur de specifika förutsättningarna för implementering av jämställdhetsintegreringsstrategin gör det lokala implementeringsarbetet avgörande för att förstå resultaten. The articles in this Ph.D. thesis are published in full text with kind permisson from Studentlitteratur (article I, II and V), TGV (article II) and VINNOVA (article IV).

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Mamuji, Aaida. "Understanding Government Decision-Making: Canada’s Disaster-Relief in Haiti and Pakistan." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31704.

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Canada coordinates its responses to natural disasters abroad through implementing its ‘whole-of-government’ policy framework. The two largest natural disasters that struck in 2010 were the January earthquake in Haiti and the flooding in Pakistan seven months later. In contrast to the fast and robust earthquake relief provided to Haiti, Canada’s response to the Pakistan floods was minimal, especially when considering the extent of damage sustained. This dissertation applies a public administration lens to trace factors that led to the Government of Canada’s 2010 disaster-relief decisions. It develops a multi-level theoretical framework to holistically explore the role of problem-definition in shaping decision-making. It applies historical institutionalism at the macro level; recognizes the role of case-specific details and arenas at the meso level; and uses the logic of appropriateness to identify informal institutions affecting individual action at the micro level. Analysis of interviews, government documents and media coverage indicates that bureaucratic actors involved in the whole-of-government approach recognize that their role is ultimately removed from final disaster-relief decisions. There is an informal acceptance that political will, more than needs in the disaster-affected region, shapes implementation decisions. Consequently, technical assessment is inadvertently affected, and recommendations reflect what is deemed most in line with ministerial disposition to assist. The primary motivators for Government of Canada action are found to be the gaining of public support or the need to subdue targeted criticisms. Findings indicate that as a result of its media appeal, there was a strong incentive for the deployment of military assets in response to the earthquake in Haiti, even when doing so was not in the best interest of the affected region. Where Canada could respond only with non-military means, there was less incentive for action. This leads to supply-driven relief rather than a needs-based humanitarian response. With the developed theoretical framework, process-mapping and media analysis methodologies, and the actor-centred approach adopted, the dissertation makes theoretical and empirical contributions to existing public administration literature on decision-making and problem definition. It also presents a hitherto unexplored perspective on donor behaviour for consideration by international relations and development scholars.

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Micha, Evgenia. "Influence of policy design and implementation on farmers' decision making : a study of the attitudes of vine-growers in the Greek Less Favoured Areas." Thesis, University of Reading, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632832.

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Despite the fact that viticulture is a essential part of the economic and cultural life of Less Favoured Areas in Greece, it is facing many challenges that lead to its abandonment. As a motivation against land abandonment the European Union offers a series of opportunities to farmers, including vine-growers, to finance their farming businesses by participating in schemes that promote farm multifunctionality. However, Greek vine-growers appear to be unwilling to adopt Rural Development Schemes. This study used data from in-depth interviews and a cross-sectional survey to vine-growers, in Greek Less Favoured Areas, to investigate how policy design and ways of implementation affect vine-growers decisions to participate in Rural Development (RD) Schemes, as proposed by the Rural Development Program for Greece - 2007- 2013, using the theoretical framework of the Theory of Planned Behaviour (TPB). Emphasis is given to vine-growers views and attitudes towards the schemes, their perception of corruption in the Greek public sector, their perception of the impact of the Greek Government Debt Crisis on their activities and the farming systems applied. Non-linear was PCA used for the reduction of the original dataset and farmers' willingness to participate in RD schemes was investigated through the estimation of ordered probit models, accounting for sample selection bias. The empirical results were verified through content analysis of the in-depth interviews. The empirical findings highlight the impact of the Greek financial crisis on the continuation of vine-growing, as well as the need for policies to encourage social change, provide locally based marketing channels and facilitate access to decision making centres. Participation of vine-growers in Rural Development schemes was mostly influenced by economic recession, perception of corruption, life attitudes and previous participation in the schemes.

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Wong, Kam-man Joseph, and 黃錦文. "A comparative study of the role of the state in policy making and implementation in welfare services for the handicapped in Hong Kongand Guangzhou." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31964643.

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Brown, Stuart Melvin. "A case study of policy making : the implementation of an education support grant on non attendance in a West London Borough, 1989 to 1992." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.359546.

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Moran, Renee Rice. "The Implications of Teacher Performance Assessment and the Impact on Teacher Decision Making." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3588.

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The issue of teacher accountability has been a part of the educational conversation for three decades, but only recently has this conversation been translated into policy as states begin directly tying teacher evaluation scores in part to student achievement on standardized tests. This qualitative study focuses on a group of teachers who are participating in this new form of evaluation (containing both qualitative and quantitative elements including test scores and lesson observations) and examines how they perceived the process. In particular, the study looks at how their personal reactions to a high-stakes evaluation impacted their instructional decision making in their literacy classrooms. Findings demonstrate that teachers had varying levels of change in instructional practice and that these changes were impacted by a variety of factors including personal beliefs and contextual issues. Additionally, findings demonstrated that participants found the qualitative portion of the model to be highly subjective which was considered especially problematic because of the high stakes nature of the evaluation.

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Wong, Kam-man Joseph. "A comparative study of the role of the state in policy making and implementation in welfare services for the handicapped in Hong Kong and Guangzhou." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31964643.

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Mutshinyali, I. P. "A critique on the implementation of the housing policy through housing projects as a means to alleviate homelessness and poverty in the Northern Province, with specific reference to the Mhinga Housing Project." Thesis, University of the North, 2001. http://hdl.handle.net/10386/2156.

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Enqvist, Johan. "Involving forest-dependent communities in climate change mitigation : Obstacles and opportunities for successful implementation of a REDD mechanism in Babati District, Tanzania." Thesis, Södertörn University College, School of Life Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3549.

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The aim of this thesis is to identify how forest management in Tanzania can contribute to global climate change mitigation while improving livelihoods of forest-dependent communities.A mechanism for reducing emissions from deforestation and forest degradation (REDD) is meant to slow increases of atmospheric CO2 while channelling funds to developing countries. In Tanzania, pioneering work in participatory forest management (PFM) has promoted local-level control over forest resource use. The purpose of this study is to contribute to a linkage between REDD and PFM that maximises benefits for communities, forests and global climate.Three PFM projects with relation to REDD have been studied, primarily using semi-structured interviews with villagers, district officials, project facilitators, researchers, consultants and policy-makers. Analysis consists of comparing experiences at different levels and putting them in the theoretical context of climate change and forest conservation.The study identifies several issues: local and central government institutions cannot ensure equitable benefit sharing; cross-sectoral co-ordination to address fundamental causes of the problems is lacking; participation of local communities is not satisfactory.However, the process is at an early stage. Current activities will hopefully contribute to a future framework that properly addresses these and other obstacles. If this is accomplished, PFM and REDD can complement each other in a positive way.

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Musabaeka, True Shame. "Gender perceptual differences and their effects on the implementation of policy in the prevention of HIV/AIDS in Makoni District, Zimbabwe." Thesis, University of Fort Hare, 2006. http://hdl.handle.net/10353/308.

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This study sought to establish gender perceptual differences and their effects on the implementation of Policy in the prevention of HIV/AIDS in Makoni District, Zimbabwe. The role of women as caregivers to HIV/AIDS sufferers is also highlighted and how this has deprived them towards social, political and economic development. The source of the data used was the World Health Organisation (WHO) project on Family Planning and AIDS. The sample of the study comprised of 100 men and women from Makoni District, Zimbabwe. In addition to the survey question, focus group discussions (FGDs) were conducted. The FGD data complimented the survey results with qualitative information. The objectives of the study looked at people’s attitudes, cultural practices and sexual practices. These were analysed to determine how the gender issues within them affected the HIV/AIDS prevention strategies. The five major prevention strategies focused on in this study are: · promotion of condom use; · reduction of the number of sexual partners; · sticking to one sexual partner; · control and Treatment of Sexually Transmitted Diseases (STDs); and · Voluntary Counseling and Testing (VCT) for HIV to prevent vertical transmission of the disease. Although, the majority of the women indicated that it was acceptable for a married woman to ask her husband to use condoms, this was disputed by the findings from the FGDs. Issues of trust and fidelity were raised,but many men and women reported that they were not prepared to confront one another. The FGD results revealed that the men assert that it is normal for every man to have extra marital relationships, therefore they do not see anything wrong with it. It also came out that there are women who both have no income or partner to support them financially and are living in absolute poverty. These women, if anything, are more likely to increase the number of their sexual partners than reduce them so that they increase their economic base inorder to support their families. It has been established that for effective treatment and control of STDs, there is need for both partners to cooperate and seek treatment at the same time. However, the findings from this study revealed that lack of communication between sexual partners hampered the treatment of these diseases. On the other hand, the men indicated that talking to their wives about STDs would compel them to say where they got it. On the other hand the women reported that their men would accuse them of infidelity if they told them of an STD. FGD results however revealed that men and women were prepared to have HIV testing so that they would know of their status before planning a family. The gender perceptual differences on HIV/AIDS prevention have been identified as follows: · the need for male compliance to use condoms effectively; · the fear of losing trust by suggesting condom use; and · acceptance of male promiscuity by society that perpetuates that risky behaviour and exposure to HIV/AIDS infection and lack of communication between sexual partners, are a hindrance for effective control and treatment of STDs.

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March, Amanda. "The Relationship Between Systems-Change Coaching and Levels of Implementation and Fidelity of Problem-Solving/Response to Intervention (PS/RtI)." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3231.

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This study examined the extent to which coaching facilitates the successful implementation of the Problem-Solving/Response to Intervention (PS/RtI) model in schools, as well as the extent to which coaching enhances the fidelity of implementation of PS/RtI practices in those schools. Data from 34 schools in seven districts participating in three years of a statewide initiative to implement PS/RtI practices with assistance of a PS/RtI coach were used to evaluate the relationship between coaching activities and levels of implementation and integrity outcomes. Data on various coaching-related factors (i.e., perceived coaching quality, coach continuity, frequency and duration of training and technical assistance), educator beliefs and perceived skills, and PS/RtI implementation and fidelity levels were collected and examined utilizing a series of multilevel modeling (MLM) procedures. Results of the analysis suggest that a number of coaching variables were related to growth in specific measures of PS/RtI implementation and fidelity over time. Specifically, shorter, more frequent training sessions were related to higher levels of staff consensus and fidelity of problem analysis implementation over time after controlling for the quality of the coaching delivered. Growth in PS/RtI implementation over time was predicted positively by the continuity (the degree to which coaching was delivered by the same individual over the three years of the study) of the coaching received. Educators' perceptions of their own PS/RtI skill levels related to manipulation of data and use of technology in schools predicted increases in fidelity of problem identification implementation over time after controlling for quality of coaching. Fidelity of program evaluation/RtI implementation was predicted by the quality of coaching received across time. The relationship between coaching and infrastructure development, as well as the relationship between coaching and fidelity of intervention development and implementation, were unclear. Potential explanations for the findings from this exploratory study and implications for future research are discussed.

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Dissertations / Theses on the topic 'Policy making and implementation'

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