This study focuses on the importance of intrinsic and extrinsic work rewards among women and men in 12 post-industrial nations in the Global North. Guiding my analyses was Esping-Andersen’s theoretical framework and the following three main research questions: (1) how individual attributes and national policies influence the salience individuals assign to intrinsic and extrinsic rewards; (2) how individual attributes and national policies differ from each other in relative magnitude as predictors of the value individuals assign to intrinsic and extrinsic rewards; and (3) how individual attributes and national policies impact the importance individuals assign to intrinsic and extrinsic rewards differs by gender. For the micro level analysis, I used data from the 2005 International Social Survey Program Work Orientation Module. The twelve countries included in the analysis are Australia, Denmark, Belgium, Canada, Finland, France, Germany, Ireland, Norway, Sweden, United Kingdom, and the United States. Macro level policy data are drawn from the 2005 Social Expenditure Database and maternity leave data are from the 2005 International Network on Leave Policy and Research. Analysis was performed using Stata regression with the cluster command. While not all variables included in the model were statistically significant, the general hypotheses were supported with the following results: (1) micro level variables (education, income, and employment) and macro level variables (paid family leave and the percentage of GDP spent on childcare and pre-primary education) increased the importance individual’s assign to intrinsic rewards; (2) the lack of human capital increases an individual’s emphasis on extrinsic rewards; (3) while macro level variables have a far greater impact on the importance individuals assign to intrinsic work rewards, both micro and macro level factors are important for explaining the maximum possible variation in the importance individuals assign to intrinsic work rewards; and (4) gender does not change the value an individual assigns to intrinsic or extrinsic rewards. This study represents a new, more comprehensive approach to studying the relationships among micro-level factors, structural opportunities and constraints, intrinsic and extrinsic work rewards, and gender. A review of the literature shows no other studies of this scope.

Starting from the experience of watching the role of the teacher turn into a bureaucrat, this work examines the factors dominating current education systems. It identies Human Capital Theory as a main inuence on policy and prioritization decisions in education. A central tension that results from this inuence is the fact that economic theory assumes consumer sovereignty, which dismisses many ideological and political aspects of education as paternalism. This inherent conict between economic theory and educational theory leads to an overemphasis on positional goods, goods that are limited by scarcity, over nonpositional goods, such as knowledge. Educating for positional goods is contrasted to the Spinozistic ideal of education for freedom and for increased conatus. It is then discussed how current assessment practices play a central role in cementing the current hegemony in education as governed by economic concerns. Assessment practices are found to both contribute to current trends in education as well as stabilizing the system overall making transformative change less likely. This is more specically illustrated by two particular assessment practices, namely standardized testing and assessment for learning. It concludes with a search for possible paths to meaningful change in education.

No description available.

In a developing oil-based economy like Libya the availability of finance is largely affected by the availability of oil revenues which are subjected to disturbances and shocks. Therefore, the decision to save and invest a certain ratio of the country's aggregate output is, to large extent, determined (and affected) by the shocks in the oil markets rather than the requirements of economic development. In this study an attempt is made to determine the optimal rate of saving and investment, both defined as a ratio of the aggregate output, according to the requirements of economic development. For this purpose, a neo-classical Ramsey-type model for Libya is constructed and applied to obtain theoretically and empirically the optimal saving and investment rate during the period (1965-1991). The results reveal that Libya was investing over the optimal level during the oil boom of 1970s and less than the optimal level during the oil crisis of 1980s. In addition, an econometric investigation of the determinants of actual investment by sector (agriculture, non-oil industry, and services) is carried out in order to shed lights on how possible it is for Libya to adjust actual investment towards its optimal level. It is found that, as expected, the most important factor which can be used in this respect is the oil revenues or, generally, the availability of finance. In addition, the study reveals that investment in agriculture is associated, during the period of study, with a very low marginal productivity of capital whereas marginal productivity was higher in both non-oil industry and services. Finally, the study investigates also the future potential saving and investment rates and concludes that the economy, which has already reached its steady state, can be pushed out towards further growth if the economy can be able to increase the level of per worker human capital, proxied by the secondary school enrolment as a percentage of population. / Secretariat of Higher Education in Libya and Libyan Interests Section in London

The aim of the dissertation is to develop recommendations for improving the interaction of constituent entities of the parent work in social assistance centres for families and children. The information base of the study was the results of the case study; official data defining the field of contract and delegated parental labor in constituent entities of the Russian Federation, published by the Federal state statistics service and its territorial divisions; theoretical materials of Russian and foreign scientists; laws, legislative acts and other legal documents. The main results are the following: extension of the categorical apparatus of research of parental labor through the introduction of the category of contract parental labor; development and implementation of quantitative and qualitative analysis to characteristics of the parental contract labor; development of measures aimed at improvement of cooperation in the field of contract parental labor. / Целью диссертации является разработка рекомендаций по совершенствованию взаимодействия субъектов родительского труда в центрах социальной помощи семье и детям. Информационную базу исследования составили результаты проведенного кейс-стади; официальные данные, определяющие сферу договорного и делегированного родительского труда в разрезе субъектов РФ, публикуемые Федеральной службой государственной статистики и ее территориальными подразделениями; теоретические материалы российских и зарубежных ученых; законы, законодательные акты и другие нормативно-правовые документы. Основные научные результаты состоят в следующем: расширение категориального аппарата исследований родительского труда через введение категории договорного родительского труда; разработка и реализация методики исследования количественных и качественных характеристик договорного родительского труда; разработка мероприятий, направленных на совершенствование взаимодействия в сфере договорного родительского труда.

The objective of this study is to empirically investigate the differences in human capital profile of new appointed female directors to corporate boards as a result of mandatory quotas and voluntary targets. By exploring differences in age, and human capital differences in board tenure, executive experience (CEO, CFO), number of qualifications, and the number of directorships held by these women, this study contributes to the important and current international public policy decision debate on relevance and wisdom of adopting a mandatory gender quota or introducing voluntary targets. The study uses human capital theory to evaluate the profiles of 41 new female directors appointed through a mandatory quota in Norway and 397 new female directors appointed through voluntary targets in Australia and extends the current corporate governance literature on board gender regulation by exploring whether female directors differ in human capital as a result of the two types of regulations. The results of this study show that new female directors hired through a quota are on average younger than new female directors hired through a target; new female directors hired through a quota are less likely to have more years of board experience than new female directors hired through a target; new female directors hired through a quota are likely to have more years of executive experience than new female directors hired through a target; and new female directors hired through a quota have lower number of qualifications than new female directors hired through a target. These results, albeit contrary to the hypotheses developed in this study, propose several important implications from an academic, management, and policy point of view while at the same time have limitations that present opportunities for future research.

No description available.

Girls’ education is one of the main attributes that contribute to the development of a nation and society. The purpose of this thesis is to investigate how the girls’ education is discursively constructed by the development agencies promoting girls’ education. Furthermore, the thesis also aims to explore how these discourses reflect the concepts of gender equality, equity, and empowerment in the policy texts in relation to girls’ education and what similarities and/ or differences are found by the produced knowledge in relation to girls’ education by the development agencies in correspondence to the three theories: Human Capital Approach (HCA), Human Rights Approach (HRA), and Capability Approach (CA). The study’s theoretical perspectives include the three theories of education: the human capital approach, the human rights approach, and the capabilities approach. To examine how development agencies policy texts discursively construct girls’ education, an analysis informed by interpretive and qualitative approaches to critical discourse analysis is conducted. Critical discourse analysis (CDA) as the research method contributes to analyze how discursive practices or texts are produced, described, and interpreted particularly in the policy documents. The analytical framework of Carol Bacchi (2009) ‘what’s the problem represented to be’ (WPR) as an analytical framework contribute to understand; 1.how something is presented as a problem and phrased in a specific policy text; 2. provides a systematic way to critically investigate problem representations in the policy texts to see what they include, what is not included; and 3. to retain the validity of the study quite high. The questions addressed in this study are: 1. what is the problem represented; 2. what solutions are provided to this problem; 3. what effects are produced by the representation of the problem; 4. what is unaddressed/silenced in the problem representation of girls’ education? The study compares policy texts published between 2010 to 2020 sampled from some the biggest foreign aid donors such as Japan, United Nations of America, United Kingdom, Canada, Germany, Sweden, Australia, Italy, Finland, and France working in areas of development assistance and support specially focused on gender and education of developing countries. The analysis suggests that the development agencies primarily views the importance of girls’ education in instrumental terms even though discourses harmonizes with the human rights and capabilities approach discourses. The discourses of the three theories are compatible with each other and the underlying message remains quite the same in all the development agencies. The human capital discourses to a large extent followed discourses on women and gender equality. The discursive constructions of girls’ and women structured around economic development and efficiency thus sustain hegemonic gender power structures and gender inequalities rather than challenging them. The current discourses of the development agencies of dominantly constructing the importance of girls’ education as economic actors should address the root causes that hinders the girls’ education and agency which otherwise the consequences of only constructing women only as economic agents and as passive subordinates will be most likely to increase gender inequalities and poverty continue to exist further rather than ending it.

This research is an exploration of the extent to which formal vocational education in the domestic trades (catering and dressmaking) for women in Ghana leads to sustainable self-employment in the urban informal sector (UIS) in Accra. The research adopts a qualitative methodological approach using interpretive analysis to gain an in-depth understanding of the primary data collected. A case study approach is adopted to articulate emerging themes in a manner that is comprehensive and intelligible. Two conceptual frameworks are employed: firstly, the research builds on the work of McCauley et al (1995), to ascertain the developmental dimensions of VE catering job roles that provide graduates with the capabilities and opportunities needed for sustainable self-employment. Secondly, the concept of Gender Role Socialization is drawn on to ascertain the gender-specific factors that influence women’s engagement in VE and constrain women’s MSE growth. The research identified three key factors which affect VE graduates gaining employment and prospects for sustainable self-employment. They are: 1) The VE programme pursued and the presence or absence of a transformative environment of skill utilization. 2) The attainment of post-graduation specialist training or advanced certification which provide VE graduates with enhanced prospects for employment. 3) Post-graduation quality workplace development experience (QWDE). Gender-specific factors include traditional Ghanaian expectations of “womanhood”, and the streaming of women towards occupational paths that maintain their gendered role obligations within the household and family. These include ‘domestic provisioning’; male prerogative as principal decision-maker in the household; weak inheritance rights and access to property.

No description available.