title: The marginal willingness-to-pay for attributes of a hypothetical HIV vaccine

authors: Cameron, Michael Patrick

subjects: HIV vaccine

abstract: This paper estimates the marginal willingness-to-pay for attributes of a hypothetical HIV vaccine using discrete choice modeling. We use primary data from 326 respondents from Bangkok and Chiang Mai, Thailand, in 2008–2009, selected using purposive, venue-based sampling across two strata. Participants completed a structured questionnaire and full rank discrete choice modeling task administered using computer-assisted personal interviewing. The choice experiment was used to rank eight hypothetical HIV vaccine scenarios, with each scenario comprising seven attributes (including cost) each of which had two levels. The data were analyzed in two alternative specifications: (1) best-worst; and (2) full-rank, using logit likelihood functions estimated with custom routines in Gauss matrix programming language. In the full-rank specification, all vaccine attributes are significant predictors of probability of vaccine choice. The biomedical attributes of the hypothetical HIV vaccine (efficacy, absence of VISP, absence of side effects, and duration of effect) are the most important attributes for HIV vaccine choice. On average respondents are more than twice as likely to accept a vaccine with 99% efficacy, than a vaccine with 50% efficacy. This translates to a willingness to pay US$383 more for a high efficacy vaccine compared with the low efficacy vaccine. Knowledge of the relative importance of determinants of HIV vaccine acceptability is important to ensure the success of future vaccination programs. Future acceptability studies of hypothetical HIV vaccines should use more finely grained biomedical attributes, and could also improve the external validity of results by including more levels of the cost attribute.

text: The marginal willingness-to-pay for attributes of a hypothetical HIV vaccine This paper estimates the marginal willingness-to-pay for attributes of a hypothetical HIV vaccine using discrete choice modeling. We use primary data from 326 respondents from Bangkok and Chiang Mai, Thailand, in 2008–2009, selected using purposive, venue-based sampling across two strata. Participants completed a structured questionnaire and full rank discrete choice modeling task administered using computer-assisted personal interviewing. The choice experiment was used to rank eight hypothetical HIV vaccine scenarios, with each scenario comprising seven attributes (including cost) each of which had two levels. The data were analyzed in two alternative specifications: (1) best-worst; and (2) full-rank, using logit likelihood functions estimated with custom routines in Gauss matrix programming language. In the full-rank specification, all vaccine attributes are significant predictors of probability of vaccine choice. The biomedical attributes of the hypothetical HIV vaccine (efficacy, absence of VISP, absence of side effects, and duration of effect) are the most important attributes for HIV vaccine choice. On average respondents are more than twice as likely to accept a vaccine with 99% efficacy, than a vaccine with 50% efficacy. This translates to a willingness to pay US$383 more for a high efficacy vaccine compared with the low efficacy vaccine. Knowledge of the relative importance of determinants of HIV vaccine acceptability is important to ensure the success of future vaccination programs. Future acceptability studies of hypothetical HIV vaccines should use more finely grained biomedical attributes, and could also improve the external validity of results by including more levels of the cost attribute.

year: 2013

title: Will scholars trump teachers in New Zealand teacher education?

authors: Alcorn, Noeline

subjects: research culture

abstract: The Performance-Based Research Fund (PBRF) assessment process in 2003 highlighted the research imperative for academic staff in New Zealand teacher education. This imperative was not new: it was implicit in the tertiary education changes of 1990, which ended the university monopoly over degree granting and gave autonomy to colleges of education and polytechnics. Previous assumptions about the roles of university and college academics were challenged. Few teacher educators had engaged in research before 1990; staff were recruited from the profession on the basis of their professional expertise. Developing a research culture alongside the demands of teaching and professional involvement in schools leads to tensions that few institutions worldwide have been able to solve. This paper examines the experience of two New Zealand teacher education institutions in responding to the new research imperative, and then considers the impact of the PBRF process and reporting on policy and practice. It identifies significant issues for resourcing and developing capacity but concludes that research is an imperative of professional practice that has the capacity to enrich our teaching and inform policy. However, maintaining balance and equilibrium among the contradictory demands and pressures of research and teaching is still an essential goal if we are to serve education well.

text: Will scholars trump teachers in New Zealand teacher education? The Performance-Based Research Fund (PBRF) assessment process in 2003 highlighted the research imperative for academic staff in New Zealand teacher education. This imperative was not new: it was implicit in the tertiary education changes of 1990, which ended the university monopoly over degree granting and gave autonomy to colleges of education and polytechnics. Previous assumptions about the roles of university and college academics were challenged. Few teacher educators had engaged in research before 1990; staff were recruited from the profession on the basis of their professional expertise. Developing a research culture alongside the demands of teaching and professional involvement in schools leads to tensions that few institutions worldwide have been able to solve. This paper examines the experience of two New Zealand teacher education institutions in responding to the new research imperative, and then considers the impact of the PBRF process and reporting on policy and practice. It identifies significant issues for resourcing and developing capacity but concludes that research is an imperative of professional practice that has the capacity to enrich our teaching and inform policy. However, maintaining balance and equilibrium among the contradictory demands and pressures of research and teaching is still an essential goal if we are to serve education well.

year: 2005

title: Ngā takenga o te riri

authors: Murphy, Ēnoka

subjects: Pakanga

abstract: Ko te kaupapa ake o tēnei tuhinga, ko te whakawhāriki i ētahi kōrero mō te takenga mai o te riri, o te pakanga ki tā rā ngā kōrero a te Māori. Ko aua take mai rā kei ngā kōrero o tua whakarere, e hokia ana ki a Ranginui rāua ko Papatūānuku me tā rāua hūnuku. Ko tāna e pātai ake nei, nō hea ake te riri Māori, otirā, te pakanga a te Māori? Nō hea anō hoki āna tikanga? He aha ā ērā kōrero tauiratanga mai ki te toa o te Māori ki te whawhai. Ka mutu, ko te wāhi uaua pea o ngā pātai nei, ko te āhua ki ngā kōrero a te Māori kāore nei i te tapatahi mō te oroko hīmatanga. Ahakoa rā, tērā ōna rite, ōna rerekē. Kua tuhia nuitia te kaupapa o te oroko tīmatanga mai o te ao e ngā momo o te kaituhi Pākehā, ā, tērā anō hoki ko ngā tuhinga a te Māori ake. Inā te rerekē o ngā kōrero mō te oroko hīmatanga mai o te ao, tērā noa ētahi kōrero kua tīkina hei mātaitanga mō tēnei rangahau, mō tēnei tuhinga. Ka mutu, ko tā tēnei tuhinga, he whakaatu i te takenga mai o te riri, o te matawhāura Māori.

text: Ngā takenga o te riri Ko te kaupapa ake o tēnei tuhinga, ko te whakawhāriki i ētahi kōrero mō te takenga mai o te riri, o te pakanga ki tā rā ngā kōrero a te Māori. Ko aua take mai rā kei ngā kōrero o tua whakarere, e hokia ana ki a Ranginui rāua ko Papatūānuku me tā rāua hūnuku. Ko tāna e pātai ake nei, nō hea ake te riri Māori, otirā, te pakanga a te Māori? Nō hea anō hoki āna tikanga? He aha ā ērā kōrero tauiratanga mai ki te toa o te Māori ki te whawhai. Ka mutu, ko te wāhi uaua pea o ngā pātai nei, ko te āhua ki ngā kōrero a te Māori kāore nei i te tapatahi mō te oroko hīmatanga. Ahakoa rā, tērā ōna rite, ōna rerekē. Kua tuhia nuitia te kaupapa o te oroko tīmatanga mai o te ao e ngā momo o te kaituhi Pākehā, ā, tērā anō hoki ko ngā tuhinga a te Māori ake. Inā te rerekē o ngā kōrero mō te oroko hīmatanga mai o te ao, tērā noa ētahi kōrero kua tīkina hei mātaitanga mō tēnei rangahau, mō tēnei tuhinga. Ka mutu, ko tā tēnei tuhinga, he whakaatu i te takenga mai o te riri, o te matawhāura Māori.

year: 2017