The use of evidence in public debates in the media: the case of Swiss direct-democratic campaigns in the health policy sector

This article analyses the reporting of evidence in Swiss direct-democratic campaigns in the health policy sector, assuming that an informed public helps democracy function successfully. A content analysis of the media’s news reporting shows that of 5030 media items retrieved, a reference to evidence is found in 6.8%. The voter receives evidence in the form of substantiating arguments, equally distributed among proponents and opponents. Experts have the highest chance of providing evidence, but appear most rarely. Integrating more evidence might provide voters with the diversity of arguments needed to make a truly informed decision.

Direct Democracy and Institutional Trust: Relationships and Differences across Personality Traits

Direct democracy plays a prominent role in the explanation of institutional trust. To date, however, empirical findings on the effects of direct democracy remain inconclusive. In this article, we argue that this inconclusiveness can be partly ascribed to the diverse effects direct democracy has on individuals. In other words, direct democracy influences institutional trust, but how and to what degree depends on individuals’ personality traits. Running hierarchical analyses of unique survey data from a random sample of eligible Swiss voters, we document three findings: First, we show that the number of ballot measures is not directly associated with institutional trust. Second, we demonstrate that the Big Five personality traits affect the propensity to trust. Third, some of these traits also alter the relationship between direct democracy and institutional trust, suggesting that certain personality types are more likely to be sensitive to popular votes than others and that not everyone is equally likely to respond to political stimuli, even in highly democratic environments.

Political Education and First-Time Voting in Switzerland

The proposed paper investigates the effect of political education on first-time voting in Switzerland. Theoretically, the paper takes up assumptions of recent research that political education is positively related to political interest, and hence to political participation. Thereby, the paper adds to the literature in two aspects: First, in Switzerland, education is a cantonal matter presenting a unique opportunity to investigate the impact of political education on voting on individual as well as cantonal level. Second, political education is not only measured by political knowledge, but also by civic skills and attitudes acquired in school. Conceptually, the study adopts a multilevel approach permitting a simultaneous testing of the influence of individual and contextual determinants on electoral participation. This paper corresponds closely to the panel topic by examining the important question of how political education affects the voting behaviour of first-time voters not only on individual, but also on contextual level.