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High Stakes (high + stake)

Distribution by Scientific Domains
Humanities and Social Sciences44%
Business, Economics, Finance and Accounting33%

Selected Abstracts

High Stakes: Florida Seminole Gaming and Sovereignty by Jessica Cattelino

AMERICAN ETHNOLOGIST, Issue 4 2009
LARRY NESPER
No abstract is available for this article. [source]

High Stakes: Florida Seminole Gaming and Sovereignty by Jessica R. Cattelino

POLAR: POLITICAL AND LEGAL ANTHROPOLOGY REVIEW, Issue 1 2010
Kathleen Pickering Sherman
No abstract is available for this article. [source]

High stakes: Florida Seminole gaming and sovereignty , By Jessica R. Cattelino

THE JOURNAL OF THE ROYAL ANTHROPOLOGICAL INSTITUTE, Issue 2 2009
Rebecca Cassidy
[source]

The governance and performance of universities: evidence from Europe and the US

ECONOMIC POLICY, Issue 61 2010
Philippe Aghion
Summary We test the hypothesis that universities are more productive when they are both more autonomous and face more competition. Using survey data, we construct indices of university autonomy and competition for both Europe and the United States. We show that there are strong positive correlations between these indices and multiple measures of university output. To obtain causal evidence, we investigate exogenous shocks to US universities' expenditures over three decades. These shocks arise through the political appointment process, which we use to generate instrumental variables. We find that an exogenous increase in a university's expenditure generates more output, measured by either patents or publications, if the university is more autonomous and faces more competition. Exploiting variation over time in the ,stakes' of competitions for US federal research grants, we also find that universities generate more output for a given expenditure when research competitions are high stakes. We draw lessons, arguing that European universities could benefit from a combination of greater autonomy and greater accountability. Greater accountability might come through increased reliance on competitive grants, enhanced competition for students and faculty (promoted by reforms that increase mobility), and yardstick competitions (which often take the form of assessment exercises). --- Philippe Aghion, Mathias Dewatripont, Caroline Hoxby, Andreu Mas-Colell and André Sapir [source]

Deal or No Deal, That is the Question: The Impact of Increasing Stakes and Framing Effects on Decision-Making under Risk

INTERNATIONAL REVIEW OF FINANCE, Issue 1-2 2009
ROBERT BROOKS
ABSTRACT In this paper, we utilize data from the Australian version of the TV game show, ,Deal or No Deal', to explore risk aversion in a high real stakes setting. An attractive feature of this version of the game is that supplementary rounds may occur which switch the decision frame of players. There are four main findings. First, we observe that the degree of risk aversion generally increases with stakes. Second, we observe considerable heterogeneity in people's willingness to bear risk , even at very high stakes. Third, we find that age and gender are statistically significant determinants of risk aversion, while wealth is not. Fourth, we find that the reversal of framing does have a significant impact on people's willingness to bear risk. [source]

Connected Learning and the Foundations of Psychometrics: A Rejoinder

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2006
RANDALL CURREN
This paper continues an exchange between its author and Andrew Davis. Part I addresses the attribution and ontological status of mental constructs and argues that philosophical work on these topics does not undermine high stakes testing. Part II examines the significance for testing of the connectedness of meaningful learning. Part III addresses the high stakes in high stakes testing in connection with the risk entailed by limited scoring reliability. It concludes that there is no straightforward relationship between the magnitude of what is at stake for students and teachers and the threshold of acceptable reliability in scoring. [source]

Systemic efforts in Georgia to improve education leadership

PERFORMANCE IMPROVEMENT, Issue 3 2010
Deb Page
Research points to links between school and school district leadership and student achievement. Local and national education reform has created rising expectations for student performance. Education leadership is both complex and high stakes. Key stakeholders in Georgia have developed a solution to improve factors in the work, workplace, and workers in education leadership using human performance technology standards and practices blended from business and education to improve education leadership in Georgia and beyond. [source]

The Effects of Stakes and Threat on Foreign Policy Decision-Making

POLITICAL PSYCHOLOGY, Issue 3 2000
Allison Astorino-Courtois
Decision research demonstrates that individuals adapt decision processing strategies according to the characteristics of the decision task. Unfortunately, the literature has neglected task factors specific to foreign policy decisions. This paper presents experimental analyses of the effects of the decisional stakes (i.e., salience of the values at issue) and threat (risk of loss on those issues) on decision-makers' information acquisition patterns and choice rules with respect to one of four hypothetical foreign policy scenarios. Contrary to the notion that normative (rational) decision-making is more likely in less dramatic settings, the results indicate that elevated threat encourages rational decision processing, whereas heuristic processing was more prevalent in less threatening situations. Interestingly, the added presence of high stakes magnified both threat effects. These results, although preliminary, suggest that stakes-threat effects are not direct reflections of stress and/or complexity effects, but should be considered independently in foreign policy analyses. [source]

Procedures for establishing defensible programmes for assessing practice performance

MEDICAL EDUCATION, Issue 10 2002
Stephen R Lew
Summary, The assessment of the performance of doctors in practice is becoming more widely accepted. While there are many potential purposes for such assessments, sometimes the consequences of the assessments will be ,high stakes'. In these circumstances, any of the many elements of the assessment programme may potentially be challenged. These assessment programmes therefore need to be robust, fair and defensible, taken from the perspectives of consumer, assessee and assessor. In order to inform the design of defensible programmes for assessing practice performance, a group of education researchers at the 10th Cambridge Conference adopted a project management approach to designing practice performance assessment programmes. This paper describes issues to consider in the articulation of the purposes and outcomes of the assessment, planning the programme, the administrative processes involved, including communication and preparation of assessees. Examples of key questions to be answered are provided, but further work is needed to test validity. [source]