Email: VBamber@qmu.ac.uk 2 Rather than a rational, technical activity, evaluation reflects the socio-political dynamics of the evaluative context. This presents a challenge for universities and the individuals within them, who may assume that plans or policies for evaluation will result in straightforward outcomes. This small-scale study in one institution looks at the tensions between institutional evaluative needs and individual evaluative practices. The results indicate that for staff in the institution, evaluative activity is largely autonomous and self-driven, rather than following institutional policy. A discretionary framework for the evaluation of learning and teaching was developed which may be a useful tool for educational developers in their analysis of evaluative practice.
Selectorate theory posits that leader accountability increases with the size of the winning coalition. Recent research contends that capitalism also increases leader accountability because leaders are more dependent on the public for revenue in more capitalist economies. The authors argue that extant tests of accountability arguments of interstate conflict initiation and targeting are flawed. Accountability theories of foreign policy expect leaders to selectively initiate disputes based on their probability of winning. Accountability arguments, then, expect a conditional relationship between the accountability mechanism and the balance of power. For example, if capitalism produces peace through accountability, then more capitalist states should be less likely to initiate militarized disputes as their power advantage decreases. The authors find that this is not the case. At the same time, the authors find robust support for selectorate theory’s contention that larger winning coalitions are more selective about using military force. Political institutions induce accountability; capitalism does not.
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