Following the establishment of citizenship as a compulsory component of the National Curriculum for pre-16 year-olds in England in 2002, attention has turned to the role that universities can play in cultivating civic values. Against this background, the POLiS project has been developing, piloting and evaluating free-to-access, web-based learning activities that aim not only to teach students about current academic debates on citizenship, but also to challenge them to consider their own role as citizens. This article describes the ambitions and principles of the project and the educational context within which it has evolved before turning to an analysis of the lessons that can be learnt from our experience for those wishing to promote the teaching of citizenship in higher education.

Recognition of the multi-cultural nature of the Canadian population has led companies across a wide array of business domains to reach beyond their traditional bases of support to focus on hitherto untapped communities as potential markets for their goods and services. Competitive conditions within the voluntary sector have pushed nonprofits along this same path. However, no systematic Canadian research reports on the attitudes, social norms, benefits sought, expectations, opportunities, experiences, or behaviors of sub-communities in the voluntary sector. This paper examines philanthropic behavior by religion using data from the Statistics Canada 2000 National Survey of Giving, Volunteering and Participating. The paper compares and contrasts the voluntary and philanthropic behaviors of the Canadian population across religious groups; compares and contrasts the motivations for and perceived impediments against such behaviors; and articulates and examines a model that traces the influence of religion on voluntary and philanthropic behavior in Canada’s multi-cultural society.

Through the analysis of Hungarian politics, this article demonstrates how parties become embedded in the social, cognitive and emotive structures of societies. The role of agency in cleavage formation is addressed, with a special emphasis on the mechanism through which political parties structure their environments. Next to the popularization of conflict perceptions and the consolidation of camp identities, the development of a more elaborate and segmented organizational structure is identified as an integral part of the process of cleavage formation. Such a structure enables parties to forge coalitions among previously separate social groupings and combine group interests into packages large enough to overcome institutional thresholds of power. The findings indicate that parties are potentially able to cross cleavage lines, re-structure relations within the party system and create new associations between party preferences, socio-structural categories and attitudes. Furthermore, parties seem to be able to alter the relationships between psychologically rooted attitudes and social categories. The study also shows, however, that deep-seated socio-cultural divides limit the power of agency even in new democracies.

The introduction of the symposium sets out a possible research agenda on producing systematic empirical evidence of the effect of active learning tools to the discipline of political science, inspired by and drawing from educational research. It discusses the core research questions of such an agenda. Do active learning environments enhance political science students’ learning outcomes? Does the introduction of active learning in political science curricula make a difference for cognitive, affective, and/or regulative learning outcomes? In addition, it draws attention upon which conditions make active learning tools more or less effective? What are the inhibiting and stimulating factors? Are there differential effects according to specific student attributes such as gender, prior knowledge, prior education, or prior results? In short, it discusses the dependent variables (effects on what learning outcomes exactly), the independent variables (such as student dispositions), the intervening variable (types of active learning environments), methods and data, and the teaching context (such as level of education and intra- and extra-curricular contexts). Finally, we introduce the papers of the symposium, which are illustrations of how this agenda can be implemented in the field, covering a variety of effects, learning environments, methods, data, and contexts.

Some European law proposals are subject to scrutiny by national parliaments while others go unchecked. The analysis in this article indicates that the opposition scrutinises European Union law to gather information on the proceedings inside the Council of Ministers and the European Parliament. Yet whereas strong opposition parties scrutinise highly politicised law proposals, weak opposition parties tend to scrutinise those proposals that are negotiated under the non‐transparent fast‐track procedure. In addition, there is ample evidence that the leading minister initiates scrutiny in order to strengthen his or her intergovernmental bargaining leverage. Yet, this Schelling Conjecture presumes that the party of the minister is located between the expected bargaining position in the Council and the coalition partner. Any other domestic interest constellation could lead to scrutiny motivated by whistle blowing. However, an issue's salience helps us to separate the whistle blowing from the Schelling Conjecture.

Nonprofit alliances have characterized the dynamic of nonprofit sector over the past three decades. While much scholarly attention has focused on formation and outcome of alliances, less is known about process of alliances in emerging nonprofits in developing countries. Using 11 cases of nonprofit alliances in Ya’an earthquake in China in 2013, this study examined the connection between process and outcome of alliances. Our research demonstrates that process of nonprofit alliances plays an important role in goal achievement of the alliance. Specifically, resource distribution and trust building are the two critical process factors. The results indicate that the process factors change dynamically along with the process of the alliance, and that the synergy of the process factors facilitated the fulfillment of alliance goals in emerging nonprofits.

Mohler (1987) claims that German culture does not display thematic cycles like those found by Namenwirth and Weber (1987) in America and Great Britain. We argue that Mohler's claim is not supported by the emperical evidence he presents. We also find his claim to be flawed conceptually and theoretically.

After many years of having a loosely structured thesis seminar for our senior majors, the Tri-College Linguistics Department recently redesigned our program to offer students a highly scaffolded environment in which to complete their capstone requirement, which has led to improved outcomes. We argue here for the benefits of asking students to write a senior thesis and to carry out original, authentic research on a topic of their choice. We describe our seminar design and its key components—frequent incremental assignments, peer and instructor feedback leading to repeated revisions, and intentional community building—and suggest how the program might be implemented, in whole or in part, at other institutions with similar pedagogical goals.

Events such as pandemics, natural disasters, and other social issues reveal societies’ increasing reliance on voluntary unpaid workers. However, there is a decline in people’s willingness to volunteer with established organisations. While management research has shown that leadership plays a major role in motivating and retaining paid employees, further investigation is needed to understand how leadership motivates volunteers. This paper integrates leadership literature into a widely adopted volunteer motivation model through a narrative review, aiming to distil precise leader behaviours that could be used to fulfil or trigger people’s motivation to perform unpaid work. Our goal is to draw clear conceptual links between the different facets of leader behaviours and volunteer motivation and highlight the role of leadership in triggering and fulfilling volunteer motivation and therefore sustaining vital volunteer workforces. Limitations of our chosen approach, implications, and future research directions are discussed.

One of the most important challenges facing Political Science Faculty is the way in which the curriculum engages with, and responds to, the populist tide that has spread across a significant number of countries in recent decades. Over recent years there has been an increased level of research activity that has sought to explain the factors for the rise in populism. Yet less attention has been focused on the way in which the political science curriculum could, or should, respond to this change. This article provides an introductory landscape that sets out these challenges and identifies the contextual background for the three articles which comprise this symposium.

An analysis of antecedent mismatch effects under ellipsis is proposed to explain why some cases of verb phrase ellipsis exhibit a sizeable penalty when the elided target is not structurally matched to its antecedent, while other cases show little or no penalty at all. The proposal attributes the penalty in the former case to an information-structural constraint governing contrastive topics, and it is argued that previous accounts have misattributed that penalty to a licensing constraint on ellipsis. Results from four experiments (three off-line acceptability, one on-line self-paced reading) confirm that the relative size of the mismatch penalty can be reliably predicted based on the information structure of the clause containing the ellipsis and that acceptability differences associated with information structure are observable even in the absence of ellipsis.

Editing a journal like the European Journal of Political Research means in the first place the organisation of a constant reviewing process. Finding referees and making sure that they provide useful reports is needed for making wise decisions. Double-blind refereeing is indeed the generally accepted procedure for selecting publishable articles. This blind refereeing process is also believed to be the best way to select high-quality manuscripts. It is a sacred ritual. Yet the real life of refereeing can sometimes be quite messy and is not at all free from biases. It tends to be a fairly conservative selection process.

This is the first of a two-part practical guide to Publishing in political science and theory Journals designed for doctoral students and young academics. At the end I also give some advice on getting your doctorate published. The guidance offered here is designed to professionalise your approach to publishing and so increase your chances of getting your work into good journals. Of course, if you have nothing interesting to say, or no original research to present, then what I have to say will not help much.

These days publishing is very important for academics. Publishing has always been valued, both in itself and for career reasons, but today there are greater pressures than ever. Young academics soon find themselves under pressure quickly to achieve a good publication record. In the long term this means a string of articles in refereed journals, as well as books, articles in lesser journals and edited collections, working papers, and so on.

To successfully learn language—and more specifically how to use verbs correctly—children must solve the linking problem: they must learn the mapping between the thematic roles specified by a verb's lexical semantics and the syntactic argument positions specified by a verb's syntactic frame. We use an empirically grounded and integrated quantitative framework involving corpus analysis, experimental meta-analysis, and computational modeling to implement minimally distinct versions of mapping approaches that (i) either are specified a priori or develop during language acquisition, and (ii) rely on either an absolute or a relative thematic role system. Using successful verb class learning as an evaluation metric, we embed each approach within a concrete model of the acquisition process and see which learning assumptions are able to match children's verb-learning behavior at three, four, and five years old. Our current results support a trajectory where children (i) may not have prior expectations about linking patterns between ages three and five, and (ii) begin with a relative thematic system, progressing toward optionality between a relative and an absolute system. We discuss implications of our results for both theories of syntactic representation and theories of how those representations are acquired. We also discuss the broader contribution of this study as a concrete modeling framework that can be updated with new linking theories, corpora, and experimental results.