Browsing by Author "Mattes, Robert"

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    Judgement and choice in the 1999 South African election
    (Taylor & Francis, 1999) Mattes, Robert; Taylor, Helen; Africa, Cherrel
    In this article, we set out the basic points of the theoretical framework of voter choice that underlie the Opinion '99 research project. In contrast to prevailing theories that have characterized voter choice in South Africa as an ethnic or racial census, this approach emphasizes the role of how voters learn about government performance and the alternatives offered by opposition parties. We then deduce a very simplified model that consciously excludes all 'structural' variables and includes only measures of voter evaluations of government performance and views of political parties and candidates. We use discriminant analysis (DA) to predict the partisan preferences of respondents from a nationally representative September 1998 survey with these measures. We find that the partisan choices of a very large majority of South Africans can be correctly predicted with this model.
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    The roles of higher education in the democratization of politics in Africa: survey reports from HERANA
    (CODESRIA, 2012) Mattes, Robert; Luescher-Mamashela, Thierry
    Against the theory on the nexus of higher education and citizenship, this article brings together the main findings and conclusions of three related studies with African mass publics, parliamentarians from African legislatures, and students from three African flagship universities, conducted by the Higher Education Research and Advocacy Network in Africa (HERANA). The article shows that higher education provides advantages in various measures of democratic citizenship and leadership. It plays important roles with regard to access to political information, information gathering skills, and levels of political knowledge; the ability to offer opinions and critical perspectives on politics and the economy; and levels of democratic values and democratic action. Moreover, university-educated MPs seem to make much better sense of the unique complexities of legislatures and their multiple competing functions than their less educated peers. This might reflect the knowledge and analytic skills acquired through higher education, the fact that universities are themselves highly complex institutions that they needed to negotiate as students, and the finding that students acquire extensive organisational leadership experience while at university. In light of this, the article suggests that higher education can play a crucial role in the democratisation of politics in Africa by developing “institution-builders” for state and civil society.