Policy Tensions Research Articles

Sample board member attendance policies

Experts agree that having a policy in place that clearly outlines board meeting attendance expectations for your board can help in ensuring boardroom seats are filled with senior leadership tasked with oversight of the organization.

Workplace interventions to reduce the risk of SARS-CoV-2 infection outside of healthcare settings.

Workplace interventions to reduce the risk of SARS-CoV-2 infection outside of healthcare settings.

Zimbabwe’s fast-track land reform at 20: exploring disability inclusion and the attendant policy implications

This article interrogates disability inclusion two decades after Zimbabwe’s fast-tracked land reform and the associated policy pathways for improving the situation of people with disabilities in an agrarian context. Exploring the country’s land reform through disability inclusion lenses is largely missing in literature and policy. Using disability inclusion and interpretivism as the evaluative conceptual framing and heuristic research approach in a rural district respectively, the article shows that latent and manifest politics of inclusion and exclusion influence people with disabilities’ formal and informal access to land and agrarian support. Accordingly, the article advances the significance of a sturdy transformative agenda that prioritizes this often-sidelined group in the productive, redistributive, reproductive, protective and social compact outcomes of the land reform. This approach tackles the structural causes of marginalization, inequality and poverty in pursuit of generating and sustaining the wellbeing of people with disabilities.

University presidents as policy entrepreneurs: Evidence from U.S. universities engaged in prestige behaviour

AbstractThis article examines how university presidents who led their institutions to achieve Carnegie “R1 Highest Research Activity” managed policy tensions created by prestige priorities and worked with groups and coalitions internally and externally. Striving to achieve R1 status requires U.S. universities to re‐calibrate their focus, resources, and messaging both internally and externally. Using four elements of policy entrepreneurship (PE), the three cases included in this article illustrate the critical role of university presidents as PE in maintaining a sustained effort over an extended period. University leaders displayed their social acuity and built teams by cultivating their social and political capital with influential constituents and groups. As PE, university presidents were deliberate and thoughtful about the language they used to define and describe policy problems and solutions. The findings expand our understanding of the role of university presidents as PE.

The Imperial Optic: Mapping the Impact of the Global War on Terror on Higher Education in the US and Pakistan

AbstractIn this article, I offer the “imperial optic” as an ethnographic approach to observe and analyze the ongoing impact of US empire on Pakistani‐origin youth. Drawing from twenty‐four months of ethnographic fieldwork in Lahore, New York City, and online (2013–19) with two groups of participants—(1) Pakistani Diaspora Muslim students at a public college in the United States and (2) Pakistani Pashtun Muslim scholarship students at a private university in Pakistan—I analyze how US war policies shaped student access and mobility within each respective institution of higher education. Although I worked primarily on two urban college campuses—far from the typically imagined “theaters of war”—my findings demonstrate how US imperialism was a definitive feature shaping college life in both settings. I show how students encountered US regimes of imperial racialization as part of their educational pathways and argue that localized systems of stratified difference in Lahore and NYC are incorporated into the Global War on Terror and its attendant policies. These global processes of imperial racialization between two otherwise seemingly diffuse educational contexts become observable when deploying the “imperial optic” approach to multisited ethnography.

‘All we have to do is be uncertain’: assessing the ‘amplification of institutional incertitude’ in European food safety and risk governance

This paper addresses efforts made by the European Food Safety Authority (EFSA) in recent years to foreground the identification, representation, and public disclosure of scientific uncertainty in its risk assessment procedures and communications, a process aptly characterised in this paper as the ‘amplification of institutional incertitude’. We argue that while the introduction of EFSA’s novel uncertainty reforms has opened a welcome space for academic and policy dialogue, this strategic initiative will nevertheless struggle to reconcile ongoing stakeholder concerns about the legitimacy, direction, and authority of the agency’s scientific opinions and expert advice. We observe that the instigation of EFSA’s uncertainty reforms is prefigured by a longstanding policy tension running at the heart of the agency’s directives requiring officials to be both open and transparent on the one hand, whilst being free from political influence and remaining distanced from risk management decisions on the other. The uncertainty reforms adopted may accordingly be understood as a way for EFSA to reconcile a current ‘uncertainty paradox’ facing the agency by accommodating wider concerns about uncertainty and opening itself up to further scrutiny of its risk assessment processes without relinquishing independence. We argue that prior policy tensions are unlikely to be resolved by simply ‘being uncertain’ however, because this prescriptive ‘solution’ offers only limited congruency with the wider problem diagnoses facing the agency. Moreover, we caution that as institutional incertitude is increasingly amplified, EFSA will in turn be further prompted to rethink and refresh its stakeholder engagement initiatives in order to improve its standing in the food safety field amidst ongoing criticisms and calls for greater inclusion, oversight, and input that follow. Finally, we offer some policy recommendations and highlight the need for future lines of research inquiry to take greater account of the socio-political context in which the assessment and communication of uncertainty takes place.

Determinants of university students' performance: Evidence from undergraduate economics students from a Bangladeshi University

There is currently a research gap since no study systematically explored the factors impacting the performance of Bangladeshi university students, especially those studying economics. In this paper, we define and estimate an econometric model to explain the variation in the academic performance of undergraduate economics students. A student’s ability, effort and motivation, and household attributes explain significant variation in university economics students’ performance in semester final examinations. Among the ability variables, performance in previous semesters, higher secondary performance, English proficiency, having studied economics at the pre-university level, and having a science background come out as important determinants. Among the variables grouped as ‘effort and motivation,’ daily study time, the number of courses retaken, and best friend’s past performance matter significantly. Up to a certain level, students with higher household incomes tend to perform better. Also, students from the local district tend to outperform others. With a mandatory attendance policy, making a minimum percentage of attendance binding in place, attendance fails to register any substantial impact. Also, the endogeneity of attendance could not be established. &nbsp

Tensions and coalitions: A new trade agreement affects the policy space for nutrition in Vietnam

Global trade has shaped food systems over centuries, but modern trade agreements are hastening these changes and making them more complex, with implications for public health and nutrition transition. This study aimed to understand the impact of the 2018 Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) on the policy space for public health nutrition in Vietnam. We conducted comparative document review and key informant interviews, and our analysis drew on a framework of policy space and the theory of advocacy coalitions. We identified 10 CPTPP sections with potential public health nutrition implications; and 50 Vietnamese policies relevant to nutrition having one or more tensions with one or more CPTPP sections. A majority of policy tensions were in sections of the CPTPP relating to technical barriers to trade and government procurement; most tensions related to protecting policy-making from vested interests. Different groups of policy actors hold different beliefs and interests on these issues, and therefore promote different framings and policy approaches. We identified two advocacy coalitions working very separately on issues affecting nutrition policy space: a trade coalition holding the policy position that free trade improves nutrition by default; and a nutrition coalition holding the policy position that nutrition should be explicitly considered in trade policy. The policy space for nutrition in Vietnam has important potential constraints through written policy, and the trade and nutrition coalitions will need to interact more regularly and constructively in order to foresee where these tensions will arise in practice, and create plans for their mitigation. This study adds to global evidence of free trade agreement impacts on nutrition policy space, and we extend previous work by explaining these actor groupings in the policy space through the theory of advocacy coalitions.

The Financial Behaviors of Chasing Athletic Prestige: Evidence from the NCAA Cost of Attendance Policy

The NCAA's 2015 Cost of Attendance (COA) policy allowed Division I schools to increase spending on student-athletes. Using data documenting COA implementation and a difference-in-differences design, we explore the relationships between COA and institutions' financial behaviors. Athletics expenditures grew substantially after COA adoption, particularly in the "Power 5" schools. While the Power 5 generated substantial revenue from corporate and other sources, Non-Power 5 institutions relied on institutional and government support to fund their prestige pursuits. The findings suggest COA may have exacerbated longstanding inequities in athletics resources and expenditures and illustrate the financial behaviors of prestige maximization in intercollegiate athletics.

External quality assurance policy enactment in Samoa: a study in relational tension

ABSTRACT External quality assurance of higher education is possibly the most significant emergent policy within the higher education sector in recent times. This paper examines policy enactment in Samoa, highlighted in the relational tension between the national university and the national external quality assurance body. Research findings indicate that EQA policy enactment was characterised by tensions attributed to mutual distrust, uneven and unnegotiated power relationships, personality clashes at the decision-making level, and disagreement on policy ideas. I suggest that the reason for the drawn-out tension was due predominantly to inattention to the ethics of relationality which underpins Samoan social relations and the need to negotiate the vā in the policy enactment space. Moreover, the disconnect between quality assurance policy expectations and the contextual realities of a developing university was not addressed, further heightening policy tensions. Suggestions for reframing of EQA policy are put forward to support sustainable development of quality higher education in Samoa.

Exploring the Effect of COVID-19 on Graduate Nursing Education.

Graduate nursing students are both nurses and adult learners. During the COVID-19 pandemic, many found themselves working on the frontlines while maintaining their studies and confronting challenges in their professional, educational, and personal lives. Changes in work environments, including redeployments, increased hours, and furloughs, challenged their work–study balance. The rapid pivot to virtual instruction allowed graduate nursing students to continue their coursework, but asynchronous delivery of course content increased their isolation and stress. Academic institutions supported graduate nursing students through innovations such as regular town hall meetings and flexible attendance policies, while the widespread closure of clinical learning sites became one of their biggest challenges. A minimum of 500 hours of supervised direct patient care is required to prepare a student to practice as a nurse practitioner, but there is no formal, financed clinical placement system for nurse practitioner students—leaving this clinical learning requirement particularly vulnerable to disruption during the pandemic. Some of the clinical learning alternatives employed included occupational health work, tele-precepting, and simulation. Since telehealth will be a part of the future of health care delivery, tele-precepting practices should be further developed, but simulation was underused and not an acceptable replacement for supervised direct patient care. A postpandemic future needs to limit gaps in the development of safe, competent health care providers by viewing graduate nursing students as essential workers and ensuring their access to the robust didactic and clinical learning opportunities that will best position them as leaders in health care.

Understanding the dynamics of notification and implementation of Article 5.3 across India’s states and union territories

IntroductionIn federal systems, state and local governments may offer opportunities for innovation in implementing the WHO Framework Convention on Tobacco Control (FCTC). This paper explores the implementation of WHO FCTC...

Language policy and planning for English-medium instruction in higher education

AbstractThis article presents English-medium instruction (EMI) in higher education (HE) from a language policy and planning (LPP) perspective. Based on a review of EMI policy research in diverse higher education contexts, we address several key contemporary policy tensions in EMI such as English native-speakerism, English monolingualism, and language education with attention to corpus, status and acquisition planning as well as the role of individual policy actors. In light of this review, we argue for an orientation to policymaking for EMI-HE institutions that acknowledges the value of individuals as policy arbiters and aligns institutional goals with “on the ground” needs and practices. We also point to areas of future research that would benefit all EMI stakeholders, in particular critical engagement with the nature of language competence in EMI settings and the enhanced development of evidence-based EMI learning outcomes. Finally, we propose an ecological framework for EMI-HE policy development that could be employed as a heuristic to guide universities in designing concrete EMI policies for their local contexts. As an extension, we also offer an inventory of reflective questions to guide key university stakeholders in effectively engaging in EMI policy processes.

Building a Pillowfort: Political Tensions in Platform Design and Policy

Social media platforms make trade-offs in their design and policy decisions to attract users and stand out from other platforms. These decisions are influenced by a number of considerations, e.g. what kinds of content moderation to deploy or what kinds of resources a platform has access to. Their choices play into broader political tensions; social media platforms are situated within a social context that frames their impact, and they can have politics through their design that enforce power structures and serve existing authorities. We turn to Pillowfort, a small social media platform, to examine these political tensions as a case study. Using a discourse analysis, we examine public discussion posts between staff and users as they negotiate the site's development over a period of two years. Our findings illustrate the tensions in navigating the politics that users bring with them from previous platforms, the difficulty of building a site's unique identity and encouraging commitment, and examples of how design decisions can both foster and break trust with users. Drawing from these findings, we discuss how the success and failure of new social media platforms are impacted by political influences on design and policy decisions.

Investigating the disjoint between education and health policy for infant feeding among teenage mothers in South Africa: a case for intersectoral work

BackgroundMany low-and-middle-income countries, including South Africa, have high rates of teenage pregnancy. Following the World Health Organisation recommendations, South African health policy on infant feeding promotes exclusive breastfeeding until six months of age, with gradual weaning. At the same time, South Africa’s education department, in the interest of learners, promotes adolescents’ early return to school post-partum. Yet infant feeding at school is currently not perceived as a realistic option.MethodsRecognising his this policy tension, we aimed to explore how policies are interpreted and implemented by the health and education sectors through interviews with key informants who produce, interpret and implement these policies. Using an interview guide developed for this study, we conducted in-depth interviews with 24 health policy makers, managers in both sectors, school principals and nursing staff who manage adolescent mothers (aged 16-19) and their babies. Data was analysed using thematic analysis.ResultsInformants from both sectors expressed discomfort at pregnant learners remaining in school late in pregnancy and were uncertain about policy regarding when to return to school and how long to breast-feed. Educators reported that new mothers typically returned to school within a fortnight after delivery and that breastfeeding was not common. While health professionals highlighted the benefits of extended breastfeeding for infants and mothers, they recognised the potential conflict between the need for the mother to return to school and the recommendation for longer breastfeeding. Additionally, the need for ongoing support of young mothers and their families was highlighted.ConclusionsOur findings suggest educators should actively encourage school attendance in a healthy pregnant adolescent until delivery with later return to school, and health providers should focus attention on breastfeeding for the initial 4-6 weeks postpartum, followed by guided support of formula-feeding. We encourage the active engagement of adolescents’ mothers and extended families who are often involved in infant feeding and care decisions. Education and health departments must engage to facilitate the interests of both the mother and infant: some exclusive infant feeding together with a supported return to school for the adolescent mother.

Evaluation of Intervention Policies for the COVID-19 Epidemic in the Seoul/Gyeonggi Region through a Model Simulation.

PurposeTo evaluate the efficacy of intervention policies on coronavirus disease-19 (COVID-19) dissemination.Materials and MethodsAn age-structured compartmental model for the COVID-19 outbreak was proposed to predict the impact of control measures in the Seoul/Gyeonggi region. The model was calibrated based on actual data and realistic situations, including daily vaccine doses, proportion of delta variant cases, and confirmed cases by age. We simulated different scenarios for non-pharmaceutical interventions by varying social distancing and school attendance strategies.ResultsTwo-step mitigation of social distancing without in-person classes would result in a rapid increase in confirmed cases up to 10000 but would keep severe cases within the manageable range of the health care system. The overall impact of taking down the distancing level by one step with twice the increase in contacts at school was comparable to the above scenario. Implementation of two-step mitigation of social distancing along with a two-fold increase in contacts among the school-age group would dramatically increase confirmed and severe cases by over 80000 and 100, respectively, as early as the beginning of December. This policy would cause the situation to spiral out of control, considering the scale of the response and time to prepare. On the other hand, the burden on the current healthcare system caused by two-step mitigation of social distancing and 40% increased contacts in the school-age group was manageable if prepared.ConclusionA compromise between social distancing and school attendance policy and timely preparations for the spread of COVID-19 are required.

Law school enters into agreement regarding attendance policy

Case name: Letter re: Temple University, No. 03202244 (OCR 08/20/20).

Differential Treatment of Older Workers Due to COVID-19: Potential for Ageism and Age Discrimination at Work

This paper examines the implications of employers' current COVID-19 protective workplace attendance policies toward older workers, potentially creating the outcomes of increased numbers of involuntary retirees and the discouraged older worker syndrome among otherwise qualified older workforce participants. How potential ageist assumptions and age discrimination under COVID-19 affect workplace decisions in reflection on the Age Discrimination in Employment Act (1967) guidelines is discussed. Older workers may remain in the workforce longer than ever before due to having healthier life expectancies. Workplace policies need to be increasingly sensitive to older employees’ rights to sustain their workplace engagement (Cummins, 2014; Cummins, Harootyan, & Kunkel, 2015). The author reviewed current unemployment trends in 2020 and emerging litigation in reflection upon general issues of COVID-19 related age discrimination in the older workers' workplace attendance decisions by employers and the historical framework of the Age Discrimination in Employment Act (1967, with significant amendments in 1978 and 1986). The policy analysis paper presents the implications of employers' COVID-19 protective policies on older workers and how it may affect the “health” of the workplace and older adults and the economy beyond the pandemic. Lastly, strategies to address an "age-friendly" workplace during a pandemic and post-pandemic are discussed.

Subnational activism and conflicts within Jair Bolsonaro’s government: an analysis of the Brazilian states’ actions in the Sustainable Development Goals (SDG) agenda during 2019

The article analyzes the international engagement of Brazilian subnational governments in the Sustainable Development Goals (SDGs) agenda during the first year of the Bolsonaro’s government with an emphasis on the role of states in supporting the environmental axis. We argue that subnational governments have been strongly active in defending this agenda, unlike the federal government, generating foreign policy tensions. Therefore, the research analyzes the performance of these actors in the scope of the Northeast and the Legal Amazon Consortia.

Applying a ‘Contexts of Influence’ policy analysis model in Nepal

This paper draws upon a wider study deploying a ‘Contexts of Influence’ policy analysis framework applied to a developing nation—Nepal. The specific focus of the investigation was a policy into practice analysis of civics and citizenship educational curriculum goals. Themes around teaching and learning related to national identity, democracy, cultural diversity and global education were explored at the macro, meso and micro policy levels. The paper identifies some gaps and tensions in policy making in Nepal within and between the contexts of influence, text production and practice. The findings of this paper indicate that the relationships between the various contexts of influence in Nepal are not quite as dynamic as in some other studies that have applied the policy cycle model. There is an asymmetry of power with the policymakers in charge. The paper reflects upon how both textbooks and teaching practice might benefit from a greater sense of agency and empowerment in order to stimulate more creative and multi-perspectival classroom practice.