Redistributive land reforms have begun to attract the attention of scholars and policy makers once again. In this paper, we review old arguments and bring them up-to-date in the light of recent research. We begin with the case in favour of redistributive reforms focusing on fragmented factor markets and systems of labour control, of which concentration of land ownership is but one aspect. We then examine land reform in practice, focusing on distinct regional features and outcomes in sub-Saharan Africa, Latin America, the transition economies of the former Soviet bloc and, as examples of success, East Asia (including China and Vietnam). Next we discuss the macroeconomic context and the two-way direction of causality between a redistribution of productive assets and the overall performance of the economy. We underline the importance of weakening the system of labour control, eliminating landlord bias and correcting urban bias. Finally, we argue that a prominent feature of all successful land reforms has been a high degree of land confiscation; full compensation and various types of 'market friendly' land reform are unlikely to be successful.
The doctoral advisor—typically the principal investigator (PI)—is often characterized as a singular or primary mentor who guides students using a cognitive apprenticeship model. Alternatively, the “cascading mentorship” model describes the members of laboratories or research groups receiving mentorship from more senior laboratory members and providing it to more junior members (i.e., PIs mentor postdocs, postdocs mentor senior graduate students, senior students mentor junior students, etc.). Here we show that PIs’ laboratory and mentoring activities do not significantly predict students’ skill development trajectories, but the engagement of postdocs and senior graduate students in laboratory interactions do. We found that the cascading mentorship model accounts best for doctoral student skill development in a longitudinal study of 336 PhD students in the United States. Specifically, when postdocs and senior doctoral students actively participate in laboratory discussions, junior PhD students are over 4 times as likely to have positive skill development trajectories. Thus, postdocs disproportionately enhance the doctoral training enterprise, despite typically having no formal mentorship role. These findings also illustrate both the importance and the feasibility of identifying evidence-based practices in graduate education.
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