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on Project, Program and Portfolio Management |
| By: | Renate Strobl; Conny Wunsch (University of Basel) |
| Abstract: | In this study we experimentally investigate whether solidarity, which is a crucial base for informal insurance arrangements in developing countries, is sensitive to the extent to which individuals can influence their risk exposure. With slum dwellers of Nairobi our design measures subjects' willingness to share income with a worse-o ff partner both in a setting where participants could either deliberately choose or were randomly assigned to a safe or a risky project. We find that when risk exposure is a choice, willingness to give is roughly 9 percentage points lower compared to when it is exogenously assigned to subjects. The reduction of solidarity is driven by a change in giving behaviour of persons with the risky project. Compared to their counterparts in the random treatment, voluntary risk takers are seemingly less motivated to share their high payoff with their partner, especially if this person failed after choosing the risky project. This suggests that the willingness to show solidarity is influenced by both the desire for own compensation and attributions of responsibility. Our findings have important implications for policies that interact with existing informal insurance arrangements. |
| Keywords: | Solidarity; Risk taking; Kenya |
| JEL: | D81 C91 O12 D63 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:bsl:wpaper:2017/12&r=ppm |
| By: | Arif A. Mamun; Lori Timmins; David C. Stapleton |
| Abstract: | Project SEARCH has emerged as a promising program to address the challenges related to improving employment outcomes of youth with disabilities. |
| Keywords: | SEARCH, Youth rehabilitation, training |
| JEL: | I J |
| URL: | http://d.repec.org/n?u=RePEc:mpr:mprres:29231db872d5434984051a1bd8ea3457&r=ppm |
| By: | Marcella Vigneri; Paolo Berta |
| Abstract: | This paper brings new evidence on the importance of school interventions that target the wider environment of girls (school teachers, parents and community faith leaders) as the enabling mechanism to their empowerment. We show how supporting schooling promotes girls’ empowerment by illustrating the short-term impact of the ‘Girls Can’ project, a four-years intervention in Southern Mali which aimed to increase girls’ school retention rates and transition rates from the primary to the secondary cycle of school through a wide range of girl-friendly activities. Using original data collected at the end of the project, instrumental variables are applied to control for the potential endogeneity between project participation and girls’ empowerment after identifying comparable groups of ‘treatment’ and ‘control’ girls through coarsened exact matching. We find that the project has a statistically significant impact on girls’ empowerment, and that the intervention was an economically affordable investment at USD67 per girl per year. In addition to the effect on the aggregate measure of empowerment, and on achieving a higher transition rate to secondary school. the evaluation identifies the key domains of impact: girls’ awareness of the risks of early pregnancy, their ability to stay on track in school, their confidence in reporting acts of violence perpetrated on their peers, and girls’ positive perception of being part of an environment supporting their schooling. |
| Keywords: | Women’s Empowerment; Education; Impact Evaluation |
| JEL: | C14 D04 I24 |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:csa:wpaper:2017-10&r=ppm |
| By: | Farida Zagirova (National Research University Higher School of Economics) |
| Abstract: | In 2013, Russia launched Project 5-100 to place five Russian universities among the top 100 university rankings by 2020. As one of the important changes within universities Project 5-100 sought an enhancement of the management system. This paper provides insights into the changing roles and responsibilities of middle managers in Russian university under Project 5-100. The theoretical approach of new managerialism was applied, using documentary analysis, semi-structured interviews and survey as data-gathering tools. The findings demonstrate that significant changes toward more a managerial character influenced the responsibilities of the heads of academic units (HAU). It reveals disagreement between managers and academics on many questions evaluating the changes. The author concludes that managers also may contribute to the implementation of Project 5-100, but agreement between different levels of staff needs to be achieved for further successful development. |
| Keywords: | Russia, higher education, increasing competitiveness, new managerialism, national policy implementation, middle managers, academic management. |
| JEL: | Z |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:hig:wpaper:42edu2017&r=ppm |
| By: | Domenico Lembo (Department of Computer, Control and Management Engineering Antonio Ruberti (DIAG), University of Rome La Sapienza, Rome, Italy); Elena Pierucci (Ministero dell’Istruzione, dell’Università e della Ricerca); Sonia Schirato (Ministero dell’Istruzione, dell’Università e della Ricerca); Mario Vacca (Ministero dell’Istruzione, dell’Università e della Ricerca) |
| Abstract: | This article proposes the tools required for headmasters to use PDM_AGILE,a method based on Extreme Programming and presented in [1,2,3] for the implementation of the School Improvement Plan. An example of application based on a real case is also presented to facilitate the use of the method. |
| Keywords: | PDM_AGILE ; Agile methodologies ; Extreme Programmin ; Improvement Process ; RAV |
| Date: | 2017 |
| URL: | http://d.repec.org/n?u=RePEc:aeg:report:2017-08&r=ppm |