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Record W1503691749

Does Diversity Always Lead to Decentralization and Difference

2009· article· en· W1503691749 on OpenAlexaboutno aff
Jennifer Wallner

Bibliographic record

VenueSSRN Electronic Journal · 2009
Typearticle
Languageen
FieldSocial Sciences
TopicLocal Government Finance and Decentralization
Canadian institutionsnot available
Fundersnot available
KeywordsDecentralizationFederalismMultinational corporationPolitical scienceAutonomyArgument (complex analysis)Government (linguistics)Public administrationDiversity (politics)Economic systemEconomicsPolitics
DOInot available

Abstract

fetched live from OpenAlex

Society-centred approaches to federalism help us to explain why multinational federations tend to be more decentralized than mono-national federations. Simply stated, the theory of congruence suggests that federal states with deep societal divisions endure greater centrifugal impulses while federal states with limited societal divisions experience greater centripetal inclinations (Erk 2007; Simeon 2002). In part, the explanation turns on the desire of subnational communities to maintain a greater degree of self-rule by expanding their policy autonomy in various fields (Beland and Lecours 2005). National minorities therefore exert pressure upon the federal institutions and pull power away from the central state into the hands of subnational governments thus generating a higher degree of decentralization that manifests in particular policy sectors. There are two implications that emerge from this argument. First, that policy sectors in a multinational federation should demonstrate greater structural decentralization than those in a mono-national setting. Second, that multinational federations should demonstrate greater internal policy diversity than their mono-national counterparts. My paper sets out to probe the validity of these implications by taking a focused assessment of a specific policy field in two contrasting federations: the elementary and secondary education sector in Canada and the United States. The findings presented here are both unexpected and interesting. First, while education in Canada demonstrates greater decentralization in that the national government plays only a small role in the sector, in the US, the local level exerts greater influence over the policy process, which increases the degree of structural decentralization in the American case. Second, in contrast to our expectations, Canada demonstrates less internal policy variation than the US despite the presence of a powerful subnational Francophone minority. These findings suggest that the impact of societal divisions is not monolithic and that centripetal and centrifugal impulses interact with other variables such as the strategies used by actors to achieve their policy goals and the timing of the introduction of particular policies.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Theoretical or conceptual · Consensus signal: Theoretical or conceptual
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.109
Threshold uncertainty score0.691

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.009
GPT teacher head0.252
Teacher spread0.243 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designTheoretical or conceptual
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2009
Admission routes1
Has abstractyes

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