Public value creation in digital government

Public value theory offers innovative ways to plan, design, and implement digital government initiatives. The theory has gained the attention of researchers due to its powerful proposition that shifts the focus of public sector management from internal efficiency to value creation processes that occur outside the organization. While public value creation has become the expectation that digital government initiatives have to fulfil, there is lack of theoretical clarity on what public value means and on how digital technologies can contribute to its creation. The special issue presents a collection of six papers that provide new insights on how digital technologies support public value creation. Building on their contributions, the editorial note conceptualizes the realm of public value creation by highlighting: (1) the integrated nature of public value creation supported by digital government implementations rather than enhancing the values provided by individual technologies or innovations, (2) how the outcome of public value creation is reflected in the combined consumption of the various services enabled by technologies and (3) how public value creation is enabled by organizational capabilities and configurations.     

Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence

Education and Information Technologies - Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation...     

Does a different view create something new? The effect of employee diversity on innovation

A growing literature is analysing the relation between diversity in the knowledge base and the performance of firms; nevertheless, studies that investigate the impact of employee diversity on innovation are scarce. Innovation is an interactive process that often involves communication and interaction among employees in a firm and draws on their different qualities from all levels of the organisation. This paper investigates the relation between employee diversity and innovation in terms of gender, age, ethnicity, and education. The analyses draw on data from a recent innovation survey. This data is merged with a linked employer-employee dataset that allow us to identify the employee composition of each firm. We test the hypothesis that employee diversity is associated with better innovative performance. The econometric analysis reveals a positive relation between diversity in education and gender on the likelihood of introducing an innovation. Furthermore, we find a negative effect of age diversity and no significant effect of ethnicity on the firm's likelihood to innovate. In addition, the logistic regression reveals a positive relationship between an open culture towards diversity and innovative performance. We find no support of any curvilinear relation between diversity and innovation.     

Educational tracking and sense of futility: a matter of stigma consciousness?

During the past decade, both qualitative and quantitative research have documented strong feelings of fatalism amongst pupils enrolled in technical and vocational tracks in secondary education. Whereas those feelings have been shown to predict decreased school involvement and school misconduct, relatively little is known about their exact origins. In this paper, we explore to what extent they should be considered a stigma consciousness caused by the demeaning impact of perceived contempt to which pupils from technical and vocational tracks are exposed. Data from the International Civic and Citizenship Education Study from Flanders (the Dutch-speaking part of Belgium, N: 1967) were used to explore the distribution and consequences of perceived contempt with regard to one’s choice of study. About 20% of the pupils enrolled in technical and vocational education reported that some people looked down on them due to their studies. Moreover, even after taking into account different ability measures and social background characteristics, a strong direct relationship remained between perceived contempt and feelings of futility. In the conclusion, we elaborate on the implications of our findings.     

Some Empirical Notes on the Epo Epidemic in Professional Cycling

The 1990–2010 period in professional cycling is labeled by some as the epo epidemic. Surprisingly, performance enhancement by epo and blood doping is not that clear-cut for endurance athletes, leading to the question whether doping indeed strongly influenced cyclists' performances from the 1990s onwards. We examined the records (1947–2008) of the Tour de France, Giro d'Italia, and Vuelta a España (N = 181) and assessed the time it took riders to win the race. The findings revealed normally distributed performances and linear and quartic relationships in victors' performances over time that correspond with Brewer's (2002) sociohistorical analysis of professional cycling, suggesting that effects of the epo epidemic on professional cyclists' achievements may be overestimated.     

The design and implementation of learning paths in a learning management system

Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.     

More Failure for the Disadvantaged: Contradictory African-American Student Reactions to Compensatory Education and Urban Schooling

This critical ethnography investigates a small group of students who have been labeled as at risk by their schools and have participated in an after-school compensatory program. The study finds that this group, made up predominantly of poor, academically unsuccessful African-American students, partially accepts and ultimately rejects the status attainment ideology promulgated within the program. The students speak a belief in this ideology but fail to act upon it for several reasons discussed in the article. The researcher concludes by positing two different ways in which adults could better represent the interests of these young people: by creating different forms of compensatory education programs or by setting up African-American alternative schools that foster the education of these young people.     

Genetic Moderation of Intervention Efficacy: Dopaminergic Genes,The Incredible Years,and Externalizing Behavior in Children

This study investigated whether children scoring higher on a polygenic plasticity index based on five dopaminergic genes (DRD4, DRD2, DAT1, MAOA, and COMT) benefited the most from the Incredible Years (IY) parent program. Data were used from a randomized controlled trial including 341 Dutch families with 4‐ to 8‐year‐old children (55.7% boys) showing moderate to high levels of problem behavior. IY proved to be most effective in decreasing parent‐reported (but not observed) externalizing behavior in boys (but not girls) carrying more rather than fewer dopaminergic plasticity alleles; this Gene × Intervention effect was most pronounced in the case of boys whose parents’ manifested the most positive change in parenting in response to the intervention. These results proved robust across a variety of sampling specifications (e.g., intention to treat, ethnicity).