There is increasing evidence that respondents to choice experiment surveys do not consider all attributes presented in the choice sets. Not accounting for this 'attribute non-attendance' leads to biased parameter estimates, and hence biased estimates of willingness to pay. Various methods exist to account for non-attendance in the analysis of choice data, with limited agreement as to which method is 'best'. This paper compares modelling approaches that can account for non-attendance, based on stated and inferred attribute non-attendance. Respondents' stated non-attendance is incorporated in the specification of multinomial and mixed logit models. Inference of non-attendance is based on equality constrained latent class models. Results show that model fit is significantly improved when attribute non-attendance is taken into account, and that welfare estimates are lower when incorporating non-attendance. The inference based on equality constrained latent class models provides the best model fit. There is little concordance between stated and inferred non-attendance, suggesting that respondents may not answer attendance statements truthfully.
Interdisciplinary research is often essential to develop the integrated systems understanding needed to manage complex environmental issues that are faced by decision-makers worldwide. The scientific, institutional and funding challenges to interdisciplinary research have been the subject of considerable discussion. Funders remain willing to support such research and to evaluate its impact. In this paper, we develop and apply a set of review concepts to systematically evaluate a large interdisciplinary research project. The project was conducted at a national research organisation that seeks to facilitate interdisciplinary integration. We categorise evaluation concepts as process-and outcome-related and propose five practical management interventions to bridge the concepts to improve interdisciplinary integration. These management interventions are: agree on a conceptual model, incorporate independent review, support synthesisers, foster intra-project communication, and build-in organisational learning. We end with reflections on lessons for the structure of research organisations and of the research team to develop effective interdisciplinary research as well as providing a set of recommendations for interdisciplinary research funders.
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