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In their 1993 article in this Review, Paul Teske, Mark Schneider, Michael Mintrom, and Samuel Best sought to establish the microfoundations for a model of a competitive market for public services between local governments in polycentric regions. An important part of their model focused on subgroups of informed citizens, especially recent movers. Theoretical analysis was supplemented by an empirical study of the factors shaping accuracy of Long Island homeowners' information about relative expenditures and tax rates of their school districts. David Lowery, W. E. Lyons and Ruth Hoogland DeHoog criticize the relevance of this empirical evidence, suggesting the atypical nature of education as a service (especially in this site) and challenging the sufficiency of the demonstrated levels of information for generating a competitive market. Teske and his colleagues reply by pointing out the general importance of education throughout American local policymaking and by defending the relevance of their measures and conclusions for their market model.

Contracting for public services from public or private suppliers is now a common prescription to improve government efficiency. The competitive bidding model is usually viewed as the ideal contracting process. However, this article explains that two other approaches-the negotiation model and the cooperation modelmay be more appropriate under certain conditions. The primary factors that are likely to determine which of the three approaches is most suitable are (a) the characteristics of the external environment (especially the number of service suppliers), (b) the level of organizational resources (e.g., personnel, funds, time, and expertise), and (c) the degree of uncertainty about funding, future events, service technologies, and causal relationships between service outputs and desired outcomes. The main point is that there is no one best way to contract for services; rather, government units should adapt their contracting procedures to both internal external conditions to implement service contracting in an effective manner.

To address the call for examination of academic and professional approaches to arts entrepreneurship, we summarize the academic arts entrepreneurship programs in the State of North Carolina and conduct a pilot study with data gathered from arts entrepreneurs who attended the 5 th annual Southern Entrepreneurship in the Arts Conference in Greensboro, North Carolina. Our review of the descriptive data reveals that arts entrepreneurs face a variety of needs and challenges, which are psychological (e.g., peer support) as well as technical (e.g., start-up skills). These findings suggest that, as prior literature stresses, arts entrepreneurship education programs should entail both the "entrepreneurship mindset" aspect and the "venture creation" aspect, so we advocate a holistic approach that combines both these perspectives with other related courses. We conclude, based on our exploratory study, that collaborative and flexible approaches, such as cross-