title: The two-way relationship between international migration and institutional quality in the migration and development nexus

authors: Tran, Ngoc Thi Minh

subjects: International migration

abstract: The two-way relationship between international migration and institutional quality is at the core of migration and development interconnections. Migration decisions are shaped by various types of institutions, and subsequently alter the quality of institutions in both home and host countries. This thesis empirically examines the two-way relationship between international migration and institutional quality at the country and cross-country levels. Three studies on the return decisions and intentions of Vietnamese migrants are presented, which elucidate the role of institutional quality in explaining migration. Subsequently, a panel analysis that involves across-country-and-time comparisons is presented that investigates the development role of migration in improving institutional quality in home countries.
 
In the first study, binary and multinomial regression models are fitted to identify the determinants of Vietnamese return migrants’ location choices when registering for permanent residency back in their home country. The analysis reveals that institutional quality at the local level has a positive role in these migration decisions. Moreover, the revealed effect differs with the characteristics of migrants: regions with better institutional quality are more attractive both to younger return migrants and to those who have returned from host countries with better institutional quality.
 
The second study uses data from a web-based survey conducted in OECD countries in 2016 to examine determinants of the intentions to repatriate among Vietnamese migrants. Logistic regression results suggest that Vietnamese migrants who attach greater importance to the institutional quality in Viet Nam are less likely to have the intention to return than others. However, there is considerable heterogeneity by gender. The concern about institutional quality in Viet Nam is only statistically significant for males.
 
The third study attempts to measure the implicit monetary value of institutional quality, elicited via the return migration channel using the contingent valuation method. More specifically, this study estimates the willingness to pay for an improvement in institutional quality in Viet Nam. Based on survey data on Vietnamese migrants living in New Zealand collected in 2016, the estimated willingness to pay for a one-unit improvement on a scale of institutional quality is, on average, NZD 79.80 per week, and positively associated with the respondents’ age and the importance of institutional quality in Viet Nam to their repatriation intentions.
 
The fourth study investigates the influence of diasporas in OECD countries on institutional quality in home countries. Particularly, the heterogeneity of diasporas is taken into account, in terms of their distribution across host countries and duration-of-stay. A modified measure of diaspora size, namely institutional-quality-adjusted immigrant stocks, is developed to allow for variations in institutional quality between host countries. Duration-of-stay in the host country is utilized as an indicator of the strength of interaction with home countries. Cross-sectional and panel analyses find a significant positive impact of diasporas in OECD countries on institutional quality in home countries. Remarkably, the diffusion of advanced institutions from developed host countries to home countries through the international migration channel is stronger with diasporas characterized by shorter duration-of-stay.
 
In general, the empirical findings of this thesis underscore the important role of good institutional quality in governing migration for development.

text: The two-way relationship between international migration and institutional quality in the migration and development nexus The two-way relationship between international migration and institutional quality is at the core of migration and development interconnections. Migration decisions are shaped by various types of institutions, and subsequently alter the quality of institutions in both home and host countries. This thesis empirically examines the two-way relationship between international migration and institutional quality at the country and cross-country levels. Three studies on the return decisions and intentions of Vietnamese migrants are presented, which elucidate the role of institutional quality in explaining migration. Subsequently, a panel analysis that involves across-country-and-time comparisons is presented that investigates the development role of migration in improving institutional quality in home countries.
 
In the first study, binary and multinomial regression models are fitted to identify the determinants of Vietnamese return migrants’ location choices when registering for permanent residency back in their home country. The analysis reveals that institutional quality at the local level has a positive role in these migration decisions. Moreover, the revealed effect differs with the characteristics of migrants: regions with better institutional quality are more attractive both to younger return migrants and to those who have returned from host countries with better institutional quality.
 
The second study uses data from a web-based survey conducted in OECD countries in 2016 to examine determinants of the intentions to repatriate among Vietnamese migrants. Logistic regression results suggest that Vietnamese migrants who attach greater importance to the institutional quality in Viet Nam are less likely to have the intention to return than others. However, there is considerable heterogeneity by gender. The concern about institutional quality in Viet Nam is only statistically significant for males.
 
The third study attempts to measure the implicit monetary value of institutional quality, elicited via the return migration channel using the contingent valuation method. More specifically, this study estimates the willingness to pay for an improvement in institutional quality in Viet Nam. Based on survey data on Vietnamese migrants living in New Zealand collected in 2016, the estimated willingness to pay for a one-unit improvement on a scale of institutional quality is, on average, NZD 79.80 per week, and positively associated with the respondents’ age and the importance of institutional quality in Viet Nam to their repatriation intentions.
 
The fourth study investigates the influence of diasporas in OECD countries on institutional quality in home countries. Particularly, the heterogeneity of diasporas is taken into account, in terms of their distribution across host countries and duration-of-stay. A modified measure of diaspora size, namely institutional-quality-adjusted immigrant stocks, is developed to allow for variations in institutional quality between host countries. Duration-of-stay in the host country is utilized as an indicator of the strength of interaction with home countries. Cross-sectional and panel analyses find a significant positive impact of diasporas in OECD countries on institutional quality in home countries. Remarkably, the diffusion of advanced institutions from developed host countries to home countries through the international migration channel is stronger with diasporas characterized by shorter duration-of-stay.
 
In general, the empirical findings of this thesis underscore the important role of good institutional quality in governing migration for development.

year: 2018

title: The alleged absence of ubiquinone from elasmobranchs

authors: Daniel, Roy M.

subjects: Biology

abstract: It has recently been suggested (Diplock & Haslewood, 1964) that certain lower vertebrates such as elasmobranchs and crocodylians are lacking in ubiquinone. Also, in a study of the lesser-spotted dogfish (Scyliorhinus caniculus) (Class Elasmobranchii, Order Selachii) Diplock & Haslewood (1965) were unable to demonstrate the biosynthesisof ubiquinone. In view of the fact that in all other vertebrate species so far examined the presence of ubiquinone is well authenticated (Crane, 1965), including in such a closely related animal as the shark (Nazir & Magar, 1964), these results seemed somewhat surprising. However, in view of these findings it seemed that a study of the respiratory enzyme systems of these organisms might be worth while. As a preliminary to this work an investigation on the alleged absence of ubiquinone from elasmobranch tissues was carried out.

text: The alleged absence of ubiquinone from elasmobranchs It has recently been suggested (Diplock & Haslewood, 1964) that certain lower vertebrates such as elasmobranchs and crocodylians are lacking in ubiquinone. Also, in a study of the lesser-spotted dogfish (Scyliorhinus caniculus) (Class Elasmobranchii, Order Selachii) Diplock & Haslewood (1965) were unable to demonstrate the biosynthesisof ubiquinone. In view of the fact that in all other vertebrate species so far examined the presence of ubiquinone is well authenticated (Crane, 1965), including in such a closely related animal as the shark (Nazir & Magar, 1964), these results seemed somewhat surprising. However, in view of these findings it seemed that a study of the respiratory enzyme systems of these organisms might be worth while. As a preliminary to this work an investigation on the alleged absence of ubiquinone from elasmobranch tissues was carried out.

year: 1966

title: Working across cultures in indigenous science education

authors: Michie, Michael George

subjects: cross-cultural

abstract: The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

text: Working across cultures in indigenous science education The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students.

year: 2011